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Investigating factors associated with suicide and antecedent behavior among African American males: a quest to preserve lifeRowell, Kyrel Lashea 15 May 2009 (has links)
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.
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Academically Gifted, Poor African American Male Undergraduates in Engineering: Perceptions of Factors Contributing to Success in a Historically Black College and University and a Predominantly White Institution ContextFlowers, Alonzo 2011 August 1900 (has links)
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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A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American MalesFaircloth, Glenn L., Jr. 28 April 2009 (has links)
No description available.
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SUCCESSFUL AFRICAN AMERICAN MALES RAISED BY THEIR SINGLE MOTHERWilliams, Eric DeShaun 01 June 2018 (has links)
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.
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The Relationship Between Teachers' Preparation and Perceived Level of Technology Use in Mathematics With Middle School African American MalesMason, Sherrie Dee 2011 August 1900 (has links)
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.
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Urban African-American Single Mothers Using Resiliency And Racial Socialization To Influence Academic Success In Their Young SonsHenderson-Hubbard, Lisa Doris 2011 December 1900 (has links)
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.
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African American male students' perceptions of social, emotional, physical, and academic variables in their transition from elementary school to middle schoolGrigsby, Bettye Lois 30 October 2006 (has links)
The purpose of this study was to examine four variables that impact African
American male studentsâ 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 studentsâ 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 âÂÂAfrican 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 âÂÂAfrican American male students felt that schools did
not make them feel successful, and they did not feel equal to their peers.
3. Physical variable âÂÂAfrican American male students were equally divided in
the acceptance of their physical appearance and when they compared
themselves to others.
4. Academic variable âÂÂAfrican 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.
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A qualitative study/counter-storytelling a counter-narrative of literacy education for African American males /Faircloth, Glenn L. January 2009 (has links)
Thesis (Ed. D.)--Miami University, Dept. of Educational Leadership, 2009. / Title from second page of PDF document. Includes bibliographical references (p. 45-48).
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AFRICAN-AMERICAN MALES’ PERSPECTIVE ON PERSISTENCE DURING THEIR SECOND YEAR AT AN HBCUBradford, Josette 01 May 2016 (has links)
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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The Influence Mentoring Has on the Persistence of Academically Successful African American Males Who Are Juniors or Seniors at a Public, Predominantly White InstitutionHarris, Phillip D. 28 December 2007 (has links)
No description available.
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