Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includsd bibliography.

Thesis (Ph.D.)--Indiana University, School of Education, 2005. / Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2126. Adviser: Edward St. John. "Title from dissertation home page (viewed Nov. 27, 2006)."

<p> This mixed-methods study analyzed the effectiveness of the practices and attitudes of selected African American teachers who use culturally relevant and responsive Afrocentric pedagogies as the instructional foundation for improved academic outcomes with their African American students. The theory of Afrocentricity was used as the philosophical framework to study their pedagogy. Afrocentricity is a mode of thought and practice in which in African people are placed at the center of their own history and culture; engages them as subjects rather than objects; and approaches them with respect for their interests, values, and perspectives (Asante 1980, 2003). Concepts employed from this theoretical framework provided a lens for the triangulation of qualitative and quantitative data collected and analyzed. The setting for this study was a private Afrocentric prekindergarten through 8th-grade school. The participants in this study were 3 African American teachers. Data collected and analyzed supported using culturally relevant and responsive pedagogy to produce improved academic outcomes for students of color (Boykin, 1984, 1994; Hale-Benson, 1986; King, 1991; Ladson-Billings, 1994; Shujaa, 1995; Villegas, 1991).</p><p> Findings suggested that in selected academic settings improved academic performance occurred for African American students when teachers used culture relevant and responsive pedagogy. The following themes were embedded in the pedagogy: self-determination, academic empowerment, cultural empowerment, and family/community empowerment. The findings implied a need for teachers and teacher-training institutions to re-examine, recommit, and re-institute culturally relevant and responsive pedagogy that respects and addresses the culture, education, and social improvement for positive academic outcomes for all children.</p><p> <i>Keywords:</i> Afrocentricity, Afrocentric Pedagogy, achievement gap, culturally responsive pedagogy.</p>

<p> This phenomenological research study explored the contributing factors experienced by Black males that epitomized their academic success in a STEM (Science, Technology, Engineering, and Mathematics) area of study. During this investigative project, eleven Black male students were interviewed to determine how they were able to successfully navigate and complete a STEM degree. The data was collected through a qualitative inquiry, which involved interviewing students and collecting the data and organizing their perspectives into common themes. The principal findings in this study suggest that Black males can excel when primary influential people establish high expectations and believe and encourage Black males to succeed by providing the essential educational support models requisite to warrant success; the Black male maintains and affirms a self-assured self-worth in himself; the Black male is exposed to these fields and professions early on in their educational quest to enable them to witness first hand powerful and productive opportunities and pathways to academic success; exposure to other Black successful male role models who can mentor and show positive proof that with effort, these fields can become a reality; increase in academic motivation and recommendations from educators and counselors who direct and guide students into and away from these rigorous career fields. An analysis of the students' individual stories gave a revealing look into the pathways of their consciousness, emotional growth, and perspectives about being a successful STEM major. This kind of insight can be a constructive diagnostic tool for students, educators, counselors, and administrators who want to motivate and influence future students to major in STEM fields of study.</p>

<p> This mixed method research investigated the question: What elements do African American charter school parents in a Southern California community identify as important in their children's charter schools? Twenty-three African American families who had enrolled their children in charter schools in a Southern California community responded to a survey. Five respondents were randomly selected for semi-structured interviews. </p><p> The history of African American parents and children in this country has been one of limited access and choice. Early African American educators proposed education as the means by which African Americans could improve their lives and pursue the American dream (Dubois, 1989; Washington, 1901; Woodson, 1933). After centuries of being in traditional public schools the majority of African American children are not being successfully educated (Johnson, 2002; Haycock, 2009). As a result of widespread dissatisfaction with public schools, an increasing number of African American parents are choosing charter schools as an alternative to traditional public schools (Zimmer et al., 2003, 2009). </p><p> The African American families in this study shared the following six elements that influenced their decision to enroll their children in charter schools: academic achievement/ curriculum, parental engagement, quality of teaching, class/school size, safety/ security, and extra activities. Implications from this research and future research are included.</p>

<p> Historically, Black colleges and universities (HBCUs) need a systematic planning process for coping with, responding to, preparing for, mitigating, and recovering from disasters. The increase in disasters makes the need for comprehensive emergency management at HBCUs paramount. The problem is that there is no evidence that a systematic planning process is being engaged by HBCUs in an effort to address disasters. The purpose of this case study was to explore the planning process used to develop and implement comprehensive emergency management, which provides a systematic process for dealing with disasters. Information that was collected revealed 7 themes relevant to this case study. Four of the 7 themes were predetermined--(a) get organized, (b) identify hazards, (c) develop a plan, and (d) implement the plan--and three additional themes emerged during in-depth analysis: (e) leadership commitment, (f) skill and knowledge, and (g) cooperation and collaboration. Recommendations for action, further studies, and future research concerns were provided from the results of this study that will be important to policy makers, practitioners, and the sustainability of HBCUs in the future.</p>

<p> The purpose of this study was examine a construct, relationship perceptions of the prot&eacute;g&eacute; by comparing t score means of the mentoring relationship and other proximal relationships-mother, father, peers, and teachers. The study targeted (a) Black adolescent males, (b) ages 12 to 17 years old, (c) enrolled in grades seven through 11 in school, and (d) involved a community-based mentoring program in suburban Washington, DC, which includes parts of Maryland. A nonintervention cross-sectional quantitative study design was used to examine the construct of perceived relationships of the prot&eacute;g&eacute; by comparing <i>t</i> score means from data collected using the Clinical Assessment of Interpersonal Relationships (a context-dependent, Likert-type, scale composed of five relationship scales of 35 items each). Three research questions guiding the study were: How does the prot&eacute;g&eacute; rate the mentoring relationship compared with either parental relationship? How does the prot&eacute;g&eacute; rate the mentoring relationship compared with the peers&rsquo; relationship? and How does the prot&eacute;g&eacute; rate the mentoring relationship compared with the teachers&rsquo; relationship? The sample consisted of 13 Black adolescent males (<i>n</i> = 13). The mentoring relationship received significantly higher ratings than the proximal relationships with the exception of the father relationship. Adolescents 12 to 15 years old rated the mentoring relationship higher than the proximal relationships but shifted higher ratings to the parental relationship during ages 16 to17 years old. It was recommended that mentors be instructed regarding (a) role relationships, (b) proper boundaries, (c) collaborating with prot&eacute;g&eacute; in planning the mentoring experience, and (d) the importance of mutual respect. </p>

<p> The primary purpose of the study was to examine secondary data from the Cooperative Institutional Research Program (CIRP) Freshman and College Senior Surveys to investigate factors shaping degree aspirations for African American female undergraduates partaking in science, technology, engineering, and mathematics (STEM) majors. Hierarchical multiple regression was used to analyze the data and identify relationships between independent variables in relation to the dependent variable. The findings of the study reveal four key variables that were predictive of degree completion for African American females in STEM. Father's education, SAT composite, highest degree planned, and self-perception were positive predictors for females; while independent variable overall sense of community among students remained a negative predictor. Lastly implications for education and recommendations for future research were discussed.</p>

<p> Preschool expulsions have gained new attention in the early child care field. The disproportionate rate of Blacks boys that are expelled or "pushed out" from their child care settings suggests particular concern for exploration. Behavioral problems in early childhood have negative outcomes later in life (Keane &amp; Calkins, 2004); therefore, it is imperative that educational systems create equitable, non-disciplinary practices, which do not marginalize or shame Black boys. This study captured the experiences of five parents of Black boys that were expelled or pushed out of multiple child care settings, as well as the temporary and lasting effects of the expulsions or "push-outs" on the entire family. One center director of a state-funded preschool and one head teacher of a private center also participated. Data were collected through face-to-face interviews, focus groups, and on-line temperament profiles. Grounded theory was used to code the data in terms of the study's conceptual framework, including relationships between parent, child and teacher/provider, Critical Race Theory (CRT), neurobiological considerations, gaps in teacher/provider preparation, and the high-stakes accountability movement. The social construction of Black boys and learning in early child care settings was also explored. Expulsions or push-outs had several negative impacts for parents, the boys of this study and their families. However, through these hardships, parents learned strong advocacy skills and showed resiliency. Implications for providers and policy are discussed.</p>

Thesis (Ph.D.)--Indiana University, School of Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2812. Adviser: Myrtle Scott. Title from dissertation home page (viewed Apr. 9, 2008).