Suicide is a multifaceted issue and its prevention requires addressing multiple contributors. Currently, it is the third leading cause of death worldwide for those ages 15-44, the eleventh leading cause of death in the United States, and the eighth leading cause of death among U. S. men. Among African American males aged 20-44, suicide is the third, fifth, and sixth leading cause of death, respectively, when categorizing the age groups as follows: 20-24, 25-34, 35-44. Given the published data, a public health focus exists regarding suicide prevention among racial/ethnic minorities and vulnerable populations. The jail population is especially vulnerable to suicide. Few studies have focused, however, on addressing suicidal behavior among African American males, in general, nor those incarcerated. To reinforce prevention, a need exists to examine preceding behavior to suicide, specifically suicide attempts. Therefore, the purpose of this dissertation was to investigate risk and protective factors associated with suicide and suicide attempts among African American males, including those that are incarcerated. To fulfill the purpose, two components were executed: a systematic literature review and an empirical study. Within the empirical study, two research questions were designed to illuminate differences regarding sociodemographic, criminal, and psychosocial characteristics between Black male suicide attempters and Black male non-attempters, White male attempters, and Black female attempters. Data from the 2002 Survey of Inmates in Local Jails was used for analysis. Results from the literature review indicated nine suicidal risk and protective factors for African American males. The empirical study isolated three suicidal protective factors (completing at least a high school or college education, drug trafficking) and two risk factors (depression and mental disorders) that differentiated African American male suicide attempters from non-attempters. Preventing suicides can occur by preventing the first attempt or preventing recurrent attempts. The dissertation provides critical information to assist in accomplishing this endeavor by illuminating risk and protective factors. Suicide research requires public health attention and intervention. Moreover, a collaborative approach is necessary. Research and practice efforts must begin now to thwart the increasing rate of suicide among adult African American males.

Research focusing on the academic and social experiences of academically gifted, poor, African American male college students has been limited. Recent findings on college persistence stress the role of institutions of higher education in providing educational opportunities. However, research on academically gifted, poor, African American males indicates that this student population has had limited access to these opportunities. Academically gifted, poor, African American males in higher education encounter social and institutional factors that guide the directionality of their educational experience, particularly in engineering disciplines. This study explores perceptions of academically gifted, poor, African American male undergraduate students engineering as a major disciplines in order to identify factors that contribute to academic and social development. Based on participants' responses, seven categories emerge to identify aspects of the participants' experiences in college: (a) self-perceptions, (b) financial obstacles, (c) engineering as a major, (d) family influence and support, (e) peer relationships, (f) relationships with faculty, and (g) the students' perceptions of the institution. Based on the findings, it was concluded that institutions of higher education must understand the various factors (e.g., peer and faculty support, institutional congruence) that influence the academic and social integration of academically gifted, poor, African American male students. Specifically, these institutions must recognize the importance of family involvement, mentoring, and increased financial support for academically gifted, poor, African American male students.

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ABSTRACT The educational success of African American males is negatively affected when they are raised in a single parent household that is headed by their African American mother. African American males are more prone to becoming substance abusers, incarcerated, school dropouts, or perpetuating the same cycle of creating other fatherless homes. This study was sought to examine the similarities associated the educational success African American men and the impact that their single mothers had on their success. Information was gathered by interviewing ten African American males who have obtained a minimum of a Bachelor’s Degree, were in a management position and were raised by a single mother. This qualitative research method enabled the researcher to learn what factors the single mothers contributed to the educational success of their sons. Each participant in this study offered personal information on the role(s) their mother played in their education. The roles discussed included being a strict disciplinarian, stressing the importance of education, and being an example as it relates to hard work and returning to school to obtain a college degree. This study proves that African American males who are raised in a single parent household can be educationally successful with the constant involvement, guidance, and support of their mother.

The purpose of this study was to investigate whether African American male students' academic achievement level can be positively impacted by teachers' use of instructional technology. In addition, this study examined teachers' level of preparedness in the use of instructional technology as well as their perceptions regarding their level of use of instructional technology. Finally, this study investigated the relationship between the technological activities and how effective these activities were in teaching mathematics objectives to African American males. The participants of this study were middle school teachers from six schools in the southwestern portion of the United States. Participants of this study also consisted of the African American male students enrolled in these teachers' classes. The Middle School Students' Mathematics Teacher Survey was developed and administered to a sample of 33 teachers of middle school-aged African American male students. The results of the study revealed that the level of teachers' preparedness had an influence on the use and implementation of technology use in the classroom. Teachers' preparedness in the use of instructional technology was related to their African American male students' mathematical achievement. Teachers' perceptions of the use of instructional technology was related to their African American male students' mathematics achievement. Results also indicated that teachers' perceptions regarding use of instructional technology were related to their African American male students' mathematics achievement. The level of teachers' preparedness and their perceptions toward the use of instructional technology in the classroom were reliable predictors of their African American male students meeting the standards in mathematics. When analyzing data, inferential statistical techniques were used to determine the differences between observed and expected frequencies.

This research study was conducted as a qualitative case study of five resilient single African-American mothers of successful young sons who attended an elementary school in a large urban school district. The study was designed to hear the voices of these mothers and their lived experiences using racial socialization to influence school readiness and academic achievement in their young sons. The intent of this case study was to broaden the limited qualitative research base on this population and inform administrators, educators, and other single parents about factors that may contribute to more positive academic outcomes for African-American males. This qualitative study used the actual words of the participants to tell their stories, as it provided rich descriptions of their lives. Data was collected through in-depth, semi-structured interviews, and the mothers' responses shaped the phenomena under study. Analysis occurred immediately after each interview, and analytic conclusions were formulated by coding and categorizing ideas or statements of experiences from the data to ensure that important constructs, themes, and patterns were noted. The results of this study yielded the following as it related to the voices of these resilient single African-American mothers: (1) these single mothers believe that their ability to overcome adversity positively influences their son's academic success; (2) these mothers also believe their upbringing has influenced their parenting style; (3) family, church members, and friends play an important role in supporting these mothers and sons; (4) church attendance and faith in God help these mothers to persevere in difficult times; and (5) racial socialization is a tool these mothers used to help their sons to be successful in school.

The purpose of this study was to examine four variables that impact African American male students’ perceptions of their transition from elementary school to middle school. This study determined what role social, emotional, physical, and academic variables have in the transition process from elementary school to middle school for African American males. The two guiding questions for this mixed methods study were: 1. What are African American male students’ perceptions of personal development variables on their transition from elementary school to middle school? 2. How do African American male students describe their transitional experience from elementary school to middle school? Participants in this study were 149 African American male students from five middle schools in southeast Texas. Findings of the study were derived from the use of a self-developed 52-item questionnaire (Student Transition Perception Survey) with one free-response question and interviews of ten students (two from each school). The major findings in this study were: 1. Social variable –African American male students felt that schools did not provide a positive school climate, teachers did not treat them with respect, and their parents were supportive of their education. 2. Emotional variable –African American male students felt that schools did not make them feel successful, and they did not feel equal to their peers. 3. Physical variable –African American male students were equally divided in the acceptance of their physical appearance and when they compared themselves to others. 4. Academic variable –African American male students felt that teachers did not give them valuable attention in class. 5. When looking at the trend of student responses among the five schools, African American male students shared similar feelings about the social, emotional, physical, and academic variables. 6. African American male students expressed their feelings about being unsafe, experiencing differentiated teacher treatment, declining grades, and difficulty in their middle school transition.

Thesis (Ed. D.)--Miami University, Dept. of Educational Leadership, 2009. / Title from second page of PDF document. Includes bibliographical references (p. 45-48).

The college graduation rates for African-Americans, as compared to other ethnic cohorts, remains at a continuous low level. According to the National Center for Education Statistics (2014), 1,602,480 baccalaureate degrees were conferred nationwide to college students during 2009-2010. The purpose of this phenomenological research study is to understand how second-year African-American males attending a mid-sized, southwestern historically Black university and college (HBCU) perceived their ability to achieve academic success. For this study, I collected, thematically analyzed and correlated data from participant profile sheets, focus group meetings, follow-up interviews and observational field notes. The 11 research participants provide a descriptive account of their academic experiences as they have progressed towards their impending graduations. Data analysis rendered six emergent themes: family influence, cultural awareness and exposure, mentorship, networking, academic achievement, and campus climate. This study is significant for individuals who are interested in improving the academic advancements of African-American males in higher education. The findings may aid academic researchers, campus administrators, academically focused organizations, faculty, staff, and students in understanding what is needed to develop new programs and campus initiatives that foster African-American males’ achievement. The research findings also add to the body of limited research that is available on the achievement patterns of African-American males attending HBCUs.

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