African American Males' Perspectives on Factors That Promote or Impede Academic Success in a Predominantly White High School

Autor/in	Briggs, Rainey L.
Titel	African American Males' Perspectives on Factors That Promote or Impede Academic Success in a Predominantly White High School
Quelle	(2018), (100 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Edgewood College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-6455-8
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Males; Racial Composition; Whites; Educational Environment; Peer Relationship; Teacher Student Relationship; Teacher Expectations of Students; Teacher Role; Teacher Attitudes; Barriers; Student Role; Racial Factors; Interaction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; White; Weißer; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Lehrerverhalten; Interaktion
Abstract	This study sought to understand what factors impede or promote academic success for African American male students who attend a predominately White high school. The researcher gathered information by interviewing students. The interviews enabled the researcher to learn directly from students regarding what factors they associated with academic success, as well as challenges. The participants were four junior and four senior African American high school male students. Data collection occurred during the winter semester of 2017. Each participant was asked 20 questions to determine his perspective regarding the factors contributing to his academic success. Interviewees identified six factors as contributing to their academic success are as follows: (a) peer relationships, (b) staff-student relationships, (c) individual agency, (d) teacher/staff expectations, (e) teachers/staff support, and (f) teacher/staff believing the students can learn. The main factors they identified as impeding their success similarly included: (a) peer relationships, (b) staff-student relationships, and (c) individual agency. Challenges participants perceived included: (a) lack of expectations, (b) feeling cared for by staff, (c) lack of belief in students, and (d) having staff that look like them. The findings from this study provided several suggestions for school and district leaders regarding strategies and approaches to encourage and motivate African American males' academic success. In addition, the findings challenged the way staff may interact with African American male students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01