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The career development and career decision-making needs of African-American males have generated much inquiry. Two year colleges currently serve as the predominant point of entry for many African-American male students seeking baccalaureate degrees. However, the transition to and eventual success at the four-year institution is often met with challenges. The inability to choose a major that may lead to a desired career has the potential to serve as a barrier for some students. From the lens of social cognitive career theory, this qualitative study was conducted to examine the experiences of undecided, African-American male transfer students at a large, four-year metropolitan university. Upon analyzing data from the interviews, themes were developed according to three research questions. Themes that offered insight into major selection process included: (a) choosing a major that offered potential job stability/security, (b) experiences related to academic ability, and (c) experiences with gender relative to career decision-making. Participation in the Direct Connect program was the minor theme found related to experiences encountered in the transfer process that influence major and/or career development. Themes related to the development of career decision-making self-efficacy included: (a) choosing careers believed to be consistent with one’s person, (b) indecision while at the community college, (c) engagement in practical experiences, (d) solving problems, (e) meeting with advisors and counselors at the community college, and (e) involvement in extracurricular activities

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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.