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ABSTRACT Much of the research on Black males in education focuses on their underachievement, low graduation rates, and below average standardized test scores. At the same time, researchers often view urban neighborhoods where African Americans live from a deficit perspective. The present study aims to uncover how Black male high school students make use of neighborhood-based capital to succeed in school and explore how Black churches influence their academic trajectory. Drawing on Yosso’s (2005) Community Cultural Wealth Model as a framework, the strengths-based qualitative study takes place in an urban neighborhood located in a mid-sized Northeastern city. Geographic Information System (GIS) technology is employed to provide context for the study and pinpoint the residential locations of participants. Based on interviews and participant observations in a variety of contextual settings, participants identified ten neighborhood-based resources, including recreation centers, parks, and churches. They also describe their neighborhood level experiences and make clear how they leverage social, aspirational, family, and navigational capital. The findings from the study shed light on their educational and social realities and suggest that urban neighborhoods can be places of possibility. Implications discuss strategies that educators, administrators, and churches can employ to increase the academic engagement and performance of Black male students. / Urban Education

This study examined the experiences and perceptions of black male middle school students in an urban visual art class. Black male students have endured unequal educational outcomes such as dropping out of school at a higher rate than many of their peers of other races (NCES, 2013). Previous studies have shown that many students who have considered leaving school cite a lack of engagement in the education setting as one of the key reasons they attend school less and may eventually drop out (Yazzie-Mintz, 2010; Fredricks J. A., Blumenfeld, Friedel, & Paris, 2005). Research has also shown a correlation between high school dropout rates and student performance, attendance, and engagement in 8th grade (English, 2007; Yazzie-Mintz, 2010). Increased levels of engagement have also been shown to lead to improvements in student attendance, behavior and academic outcomes (Finn & Rock, 1997; Marks, 2000; Willingham, Pollack, & Lewis, 2002). The arts have long been seen as areas of study in which students show indications of increased engagement. The present study will add to this body of research by examining how black male students experience the art classroom and how such classes impact their overall sense of engagement. Data gathered for this study includes observations of student behaviors and interactions in their art classes. Five black male 8th grade students comprised the key study participants. Interviews were formulated to gain background information and to ascertain how the observed classroom setting was perceived from these students’ perspectives. Additional data was gathered from teacher interviews. This data provided a context for student analyzing perspectives. The literature for this study helped to explain the role engagement plays in educational outcomes, observable measures of engagement, the value of an increased emphasis on the arts for middle school students, discernible practices that differentiate arts classrooms from other classes, and the processes through which students make meaning of their experiences. / Urban Education

<p> Increased arterial stiffness and vascular endothelial dysfunction have been identified as independent risk factors for the development and progression of cardiovascular disease. Traditional endurance training has been associated with elevated levels of central arterial compliance and an attenuation of cardiovascular events. As well, the positive benefits of aerobic-based training have been acknowledged as effective modulators of vascular endothelial function. To date, the impact of sprint interval training on cardiovascular health has not been evaluated. Furthermore, the mechanisms responsible for previously observed enhancements in endurance (750 kJ) performance following two weeks of sprint interval training remain unclear, but may be related to changes in vascular structure and function.</p> <p> Nine young healthy males [age: 22 ± 0.5 (mean± SEM)] participated in a two week sprint interval training program consisting of 4-6 30 second maximum effort exercise bouts performed every other day on a cycle ergometer. In addition, each participant was required to complete a 750 kJ time trial on a cycle ergometer as a measure of aerobic exercise performance before (PRE) and after (POST) training. Measurements of supine, resting carotid pulse pressure, carotid cross-sectional compliance, and brachial vascular endothelial function (using flow mediated dilation) were also acquired PRE and POST training.</p> <p> Resting pulse pressure did not show any significant changes with exercise training (PRE= 48.6±1.6, POST= 52.4±2.5 mmHg, p>0.05). Mean brachial artery diameter was not changed with sprint interval training (PRE= 4.29±0.17, POST= 4.38±0.18 mm, p>0.05); however, mean carotid artery diameter increased significantly PRE to POST (PRE= 6.40±0.15, POST= 6.49±0.14 mm, p=0.008). Carotid cross-sectional compliance did not change PRE to POST training (PRE= 0.164±0.010, POST= 0.162±0.007 mm^2/mmHg, p>0.05). Brachial vascular endothelial function measured using flow-mediated dilation did not show a significant change with sprint interval training, however a trend towards improvement was noted (PRE= 4.6±1.8, POST= 6.4±1.0 %, p=0.296). When normalized for shear rate (which was also unaltered with sprint interval training) there were no changes in endothelial function (PRE = 0.158±0.068, POST= 0.198 ± 0.034 %/S^-1, p>0.05). Average brachial post-occlusion blood flow was significantly enhanced following training possibly revealing enhanced resistance vessel function (PRE= 296.0±37.4, POST= 324.8±38.8 ml/min, p=0.04), despite no change in peak brachial blood flow (PRE= 332.0±42.3, POST= 362.6±45.7 ml/min, p>0.05). 750 kJ time trial performance was significantly enhanced with training (PRE = 62.8±4.9; POST= 55.84±3.55 min; p=0.006).</p> <p> In conclusion, sprint interval training did not change resting carotid compliance or brachial endothelial function, despite significant improvements in aerobic performance (750 kJ). However, carotid resting diameters and brachial post occlusion blood flow were significantly increased PRE to POST and a trend towards improvement was seen for brachial flow mediated dilation. The exact mechanisms responsible for such changes remain unknown and require further investigation.</p> / Thesis / Master of Science (MSc)

<p> The Wingate anaerobic test can be used in an exercise training program as a powerful training stimulus for producing metabolic and performance enhancements. Although the acute cardiovascular responses in terms of heart rate (HR), blood pressure (BP), stroke volume (SV), cardiac output (CO), and leg blood flow following a single Wingate have been characterized, the acute cardiovascular recovery pattern in response to multiple Wingate exercise bouts performed in an interval pattern have yet to be described. The purpose of the current investigation was to characterize that acute cardiovascular recovery period following multiple Wingate exercise. We observed the recovery patterns of HR, BP, SV, CO, and leg blood flow for 120 minutes immediately following multiple Wingate exercise. Ten recreationally active males aged 19.8 ± 1.2 years (mean± SD) years performed a single bout of Wingate exercise, and a session of multiple Wingate exercise in random order, on separate days. Cardiovascular measurements were conducted at rest and after two-minutes of recovery and then continued at 15-minute intervals until 120 minutes of recovery. HR was elevated immediately after exercise compared to rest, and declined towards resting values for the remainder of recovery, although HR failed to return to resting values after 120 minutes of recovery. SV was significantly decreased, compared to rest, immediately following exercise from 87.3 ± 5.7 to 60.0 ± 5.6 ml. CO was increased compared to rest at two minutes following multiple Wingate exercise, and continued to increase to a maximum recovery value of 8.1 ± 0.7 L/min at R15. Immediately following exercise systolic blood pressure (SBP), diastolic blood pressure (DBP), and mean arterial pressure (MAP) were all elevated to 155 ± 3, 73 ± 2, and 100 ± 3 mmHg respectively. Although SBP and MAP returned to resting values 15-minutes after exercise, DBP continued to decrease, resulting in a period of hypotension observed from R15 and R30. Leg blood flow was elevated compared to rest following exercise. Common femoral artery (CFA) blood flow was higher after a single Wingate, than after multiple Wingate exercise (1264 ± 109 and 1036 ± 86 ml/min respectively). Superficial femoral artery (SFA) blood flow (616 ± 55 ml/min) immediately following multiple Wingate exercise was not different following a single Wingate, however the time to return to resting values was longer after multiple Wingate exercise. We attribute the sustained elevations in (SFA) blood flow to increased cutaneous flow for thermoregulation purposes following multiple Wingate exercise.</p> <p> The results of this investigation indicate that the general cardiovascular recovery time is longer after multiple Wingate exercise, than after a single Wingate bout. This type of supramaximal exercise temporarily reduces SV due to elevated SBP and decreases in cardiac preload that are not facilitated by vasodilatation and decreased total peripheral resistance (TPR).</p> / Thesis / Master of Science (MSc)

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 work is based on the premise that uncontrolled anger contributes to the violence committed by adolescent boys 13-17 years of age. In fact, in all countries, young males are both the principal perpetrators and victims of homicide (World Health Organization, 2002). Identifying the underlying reasons for the anger is instrumental in controlling this emotion and in developing and implementing effective violence prevention methods that may lead to a decrease in adolescent violence. Violence in urban America committed specifically by the adolescent male is a serious problem and one that has stimulated the interest of this writer.The purpose of this dissertation is to provide classroom teachers, school administrators, counselors, and parents with insights, strategies, and techniques to understand and help the chronically angry child. Further, my purpose is to review and describe existing knowledge to provide a basis for action in managing these children. Dealing with an angry child is frustrating as well as challenging if one does not understand anger—its possible causes and effects. Since 95% of juvenile homicides are committed by boys under the age of 18, it is fitting that this work focuses on adolescent males (Supporting Our Sons, 2003). / Ed. D.