No description available.

During the last decade there has been a renewed focus on improving the instruction of children at risk for not learning to read well and ways to effectively involve their parents to enhance their children's reading achievement. This focus has particularly centered on how programs of school, family, and community partnerships can be organized to improve schools and enable all families to support children's reading and literacy skills (Epstein et al, 2002-2009). This study examined the extent to which the reading achievement of African American male learners improves with school, family, and community partnerships. The sample consisted of fourth grade African American males from the Tidewater region of Virginia who were enrolled in Title 1 schools that participate in the National Network of School Partnerships. The goal of this study was to examine the relationship between school, family, and community partnerships and the reading achievement of the African American male. Second, the study identified which type of parental involvement significantly influenced the reading achievement of African American males. Third, the study identified parental involvement activities that significantly influenced the reading achievement of the African American male learner. Teachers and administrators were surveyed using an instrument adapted from Epstein's School, Family, and Community Partnership Survey, The Virginia Standards of Learning reading and language arts assessments provided data for reading achievement of fourth grade African American males. Data analysis revealed no significant differences in promising practices and the reading achievement of fourth grade African American males. An ANOVA showed a significant difference between principals and teachers in their ratings of the importance of Type 6 activities, collaborating with the community. A correlation was found between Type 3 parental involvement activities of volunteering and the reading achievement of fourth grade African American males. An ANOVA showed a significant difference between principals and teachers in their ratings of Teacher Reports of School Program Type 4 (Learning at Home). Significant differences were found between principals and teachers in their ratings of Teacher Reports of Total School Program to Involve Families. A correlation between teacher estimates of parents' involvement and the mean SOL English score for African American male fourth grade students was found. / Ed. D.

African American males have performed near the bottom of the educational hierarchy in America for centuries. Though some improvements have been noted in the last several decades, educational statistics illustrate the achievement gap still persists between African American and White students (Hanushek, 2016). Disaggregated data show disparities in academic performance, high school drop-out rates, and college completion rates. African American males as early as kindergarten are also facing harsher discipline in schools and Black boys are often excluded from gifted and advanced placement courses and other educational opportunities (Howard, 2010). Yet, this population is over-referred and overrepresented in special education, particularly in eligibility categories like emotional disturbance and intellectual disability. Researchers state White, monolingual females make up the majority of the teacher workforce across the country. Theorists also posited the teacher is the single most important factor in school success and their beliefs about students have a tremendous impact on efficacy and outcomes (Noguera, 2012). These assertions are significant. If teachers have had very little exposure to students of other racial or ethnic backgrounds or have a negative attitude toward students of color based on the master narrative, it will inevitably show up in their discourse, pedagogical practice, and student outcomes.

This phenomenological research investigation explored the African American males' perceptions of activities and learning opportunities that take place in the classroom and how these experiences influenced their academic success. Using the theoretical lens or perspective of critical race theory (CRT), the researcher examined the capital second-, third-, and fourth-grade African American male participants bring into the classroom setting and how this capital relates to the structure of the social and academic realm within the school environment. Additionally, the researcher examined the instructional practices of these students's teachers and how these practices matched and supported the perceptions of this group of students or possible when the instructional practices indicated a disconnect or mismatch to the student's academic or social needs. The researcher utilized four salient questions to examine these issues: (1) What are the perceptions/interpretations of African American male students and their teachers about their school experiences?; (2) How do the teachers interpret their own teaching practices, particularly with regard to these children?; (3) How do the needs of African American male students influence the teaching practices of their teachers; and (4) How do their perceptions and interpretations mirror each other and differ? The following four themes emerged from an inductive analysis of data: (1) teacher and student perceptions of their learning experiences, (2) teacher practices, (3) teacher needs superseded those of the students, and (4) misaligned perceptions and interpretations. Implications for K-12 teachers and administrators as well as for teacher educators are included, and future research questions are proposed for research scholars. / Ph. D.

Existing research literature indicates a scarcity of African American males attaining senior administrative positions at predominantly White institutions (PWIs). The previous research often lacks an empirical focus, resulting in a substantial gap in the literature (Jackson, 2004; Lewis, 2007; Pickron, 1991). This qualitative study examines the career paths and leadership experiences of nineteen African American male senior administrators in student affairs at four-year predominantly White institutions across the United States. The rationale for this study emerges from the researcher's frustration with the paucity of male senior administrators of color in student affairs at PWIs as role models, and a lack of clarity as to the steps needed to attain such a position. An exploration into the attainment of senior administrative positions in student affairs would disclose the necessary leadership skills and training appropriate to lead a student affairs organization. Critical race theory (CRT) frames this study and provides a framework for analyzing the lived experiences of people of color whose voices are least heard in the academy. Through qualitative methods, African American males are allowed to reflect on their career trajectory, leadership experiences, and attainments in becoming senior administrators in student affairs at PWIs. The criterion sample selection (19 of 43, or 44%) was comprised of African American male vice presidents in student affairs at PWIs, and identified for this study as members of the Student Affairs Administrators in Higher Education (NASPA) organization. This study reveals the importance of having a doctoral degree, general skill sets, influential mentors, and membership in professional organizations that serve as a resource for the best practices in student affairs. Without the necessary credentials, it seems highly unlikely that many African American males will be able to attain senior leadership positions in student affairs. The study offers recommendations for further research, which could prove valuable for African American male and female aspirants pursuing senior administrative positions in student affairs at PWIs.

The problem of not enough African American males enrolling in masters level teaching programs was addressed in this study. This phenomenological study examined the experiences of African American males in master of arts teaching (MAT) programs to understand why they enrolled and what factors led to persistence throughout their program enrollment. Six African American males currently enrolled in MAT programs in the southern, southwestern, and western regions of the United States participated. Data gathered for each participant included an individual, semi-structured interview and a demographic survey. Audio-recordings were used to capture the fullness of the interviews, and transcription software was used to code, analyze, and sort the data to help identify themes. This study looked through the lens of Strayhorn’s graduate student persistence and Albert Bandura’s self-efficacy theories. Factors that influenced African American males to enroll into a program were (a) education as a necessary credential, (b) desire to give back to society, (c) minority scholarship support, (d) making a connection to passion, and (e) desire to enhance teaching skills. External and internal factors were identified as assisting the males to persist within their programs. Academic institutions and policy makers may find the results useful for understanding the unseen educational barriers likely to limit African American males from enrolling in MAT programs, the issues likely to occur during the process of obtaining the degree, and the factors likely to be assistive to them for achieving program completion.

The goal of this study was to develop a detailed understanding of the academic, athletic, and psychosocial needs and issues of African American male student-athletes attending a predominately White public flagship institution of higher education during their transitional first year and determine if, how, and who were meeting these needs. In addition to the well-known lower graduation rates and academic struggles of African American male football players, there are numerous psychosocial and cultural issues and barriers these young men face during their transition such as commitment, discrimination, and isolation (Hyatt, 2003). Mentoring has been used as a tool for developing organizational members in many different contexts and disciplines such as business (Kram, 1985), higher education (Johnson, 2007), and sport management (Jones, Harris, & Miles, 2009). Further, since African American male student-athletes have an array of academic and psychosocial needs, researchers need to look beyond the traditional model of having one primary mentor and explore the potential of a “critical mass” or network of mentors. Twelve first-year African American male student-athletes participated in semi-structured interviews at the conclusion of the first and second semesters of their first year of college. Additional key institutional stakeholders included four upperclassmen African American male student-athletes, three former African American male student-athletes and four faculty and staff members, also participated in interviews with the researcher to add further insights into the first-year experience. Results indicated that African American male student-athletes went through five major transitions: an academic transition, an athletic transition, an athlete status transition, a transition into a less diverse environment, and a transition away from home. Ideal mentors for these individuals were typically African American men who provided role modeling, promoted critical thinking through interactive dialogue, and gave advice on personal and academic issues. Mentoring networks for this population must at least include African American males from the faculty and staff at the university and professionals in the community along with older teammates. Research findings will be of interest to researchers, administrators (academic and athletic), and practitioners who desire to improve the academic, psychosocial, athletic, and overall college experience of African American male student-athletes. / text

Students generally spend more than ten years interacting with teachers in a classroom and thus, such interactions can have a positive or negative impact on students’ academic self-concept and educational goals (Rosenthal, Folse, Allerman, Boudreaux, Soper, & Von Bergen, 2000). The purpose of this study is to determine whether there is a significant relationship between student-teacher interactions and academic self-concept. Participants in the study include African American male high school students in an urban school district. The independent variable is the student-teacher interactions, as measured by the Student-Professor Interaction Scale (Cokley et al., 2004). The dependent variable is the students’ academic-self-concept, which is measured by the Academic Self-Concept Scale (Reynolds, Ramirez, Magrina, & Allen, 1980). The data was analyzed by using Pearson’s correlation and hierarchical multiple regression to determine if there was a statistically significant relationship between the two variables. Findings, study limitations, and future research directions are also discussed.

The purpose of this study was to examine self-determination and achievement motivation as predictors of successful school performance for high school African American males enrolled in an urban Texas school district. The students (N = 108) were placed into two distinct groups: higher-performing and lower-performing African American males based upon the following: (a) Numerical average in core classes taken, (b) performance on the Texas state achievement test, (c) placement in academic classes and programs, and (d) attendance and discipline records. This study employed both qualitative and quantitative methodologies in which African American males responded to The Needs Satisfaction Scale (Ilardi, Leone, Kasser, & Ryan, 1993; Deci & Ryan, 2000; Gagne, 2003) and The Student Opinion Survey/Education Survey (Murdock, 1993). Tests of multivariate analysis of variance (MANOVA) were used in this study to measure the mean differences between the two groups in terms of self-determination (autonomy, relatedness, and competence); and achievement motivation (personal motivation, parent encouragement, teacher support, and peer support). The study found statistically significant differences in levels of self-determination and achievement motivation between the two groups. The qualitative segment was used to explore factors that lead to successful school performance for the African American males included in this study. Four themes emerged: (a) parental encouragement and expectations, (b) involvement in extracurricular activities, (c) personal motivation to achieve, and (d) relationships with significant adults. Recommendations are made to replicate this study in school with larger African American student enrollment and in schools with high achievement and high economic levels. Also, the study may be replicated with other ethnic groups who historically have experienced poor school performance. / text

abstract: Hollywood's portrayal of African American men was replete with negative stereotypes before Shelton Jackson Lee, commonly known as Spike Lee, emerged as one of the most creative and provocative filmmakers of our time. Lee has used his films to perform a corrective history of images of black men, by referencing African American male icons in his narrative works. This strategy was evident in his third feature film, Do the Right Thing (1989). Baseball great Jackie Robinson, and freedom fighters, Martin Luther King, Jr. and Malcolm X, were the black male icons featured prominently in the film. The Brooklyn-raised filmmaker's film journals, published interviews, and companion books, have provided insight into his thoughts, motivations, and inspirations, as he detailed the impact of the black male historical figures he profiles in Do the Right Thing (1989), on his life and art. Lee deployed his corrective history strategy, during the 1980s, to reintroduce African American heroes to black youth in an effort to correct media portrayals of black men as criminal and delinquent. He challenged the dominant narrative in mainstream Hollywood films, such as Cry Freedom (1987) and Mississippi Burning (1989), in which white heroes overshadowed black male icons. Lee's work parallels recent scholarship on the history of African American males, as called for by Darlene Clarke Hine and Ernestine Jenkins. The prolific director's efforts to radically change stereotypical depictions of black men through film, has not gone without criticisms. He has been accused of propagating essentialist notions of black male identity, through his use of African American male icons in his films. Despite these alleged shortcomings, Lee's reintroduction of iconic figures such as Jackie Robinson, Martin Luther King, Jr. and Malcolm X, in Do the Right Thing (1989), marked the beginning of a wave of commemorative efforts, that included the retiring of Robinson's number forty-two by Major League Baseball, the popularization of the Martin Luther King National Holiday, and the rise of Malcolm X as a icon embraced by Hip Hop during the 1990's. / Dissertation/Thesis / M.A. History 2012