This phenomenological research investigation explored the African American males' perceptions of activities and learning opportunities that take place in the classroom and how these experiences influenced their academic success. Using the theoretical lens or perspective of critical race theory (CRT), the researcher examined the capital second-, third-, and fourth-grade African American male participants bring into the classroom setting and how this capital relates to the structure of the social and academic realm within the school environment. Additionally, the researcher examined the instructional practices of these students's teachers and how these practices matched and supported the perceptions of this group of students or possible when the instructional practices indicated a disconnect or mismatch to the student's academic or social needs. The researcher utilized four salient questions to examine these issues: (1) What are the perceptions/interpretations of African American male students and their teachers about their school experiences?; (2) How do the teachers interpret their own teaching practices, particularly with regard to these children?; (3) How do the needs of African American male students influence the teaching practices of their teachers; and (4) How do their perceptions and interpretations mirror each other and differ? The following four themes emerged from an inductive analysis of data: (1) teacher and student perceptions of their learning experiences, (2) teacher practices, (3) teacher needs superseded those of the students, and (4) misaligned perceptions and interpretations. Implications for K-12 teachers and administrators as well as for teacher educators are included, and future research questions are proposed for research scholars. / Ph. D.

The educational plight of the urban student athlete is often associated with academic underachievement. This study researched the effects of minimum academic standards on athletes to increase their academic success, attendance rates, reduce discipline infractions and subsequently, increase graduation rates. Vidal- Fernandez (2011) conducted a study on the effect minimum academic requirements to participate in sports had on high school graduation. Students who were involved in a sport had significantly higher grade point averages during their sport season compared to their grade point averages when the students were not in season. Schools invest large amounts of resources into sports activities under the well-supported assumption that these activities increase levels of student outcomes. If engagement in athletics significantly improves the likelihood of academic success, then school leaders should choose to target resources and efforts at increasing participation, especially for at-risk and failing students (Vidal-Fernandez, 2011). In this quantitative study to determine what impact athletics have on the student's academic performance, the researcher collected existing data on the high school football teams for two semesters prior to a system wide 2.0 GPA policy to play and two semesters after the implementation of the 2.0 GPA play policy. Independent variables (attendance, discipline and GPA) and dependent variables (participation in football, academic coach or no academic coach, and athletic coach) were collected, and these variables were then measured and analyzed using relevant statistical procedures. Many of the student athletes in this study increased their accountability for their academic achievement in order to achieve higher GPAs in order to participate in athletics. Although not statistically significant, the data showed there was an increase in the overall district GPA for football players in the division after the implementation of the 2.0 GPA rule. Another important finding, student mobility (transiency) was notable at each high school during the three-year span of the study. While the present study only analyzed a district sample of athletes, the results could assist parents, coaches, and school administrators in monitoring the academic success of the school system's athletes. / Ed. D.

Although advertising featuring gay male and lesbian models can be an effective means of targeting the significant gay and lesbian market, few empirical studies examine how consumers respond to gay-themed advertisements. To address the absence of message-processing research dealing with heterosexual responses to gay-themed advertising, this thesis examines how sexual orientation of model couples featured in magazine advertisements affects heterosexual viewers' responses using the elaboration-likelihood model as a guiding framework. A 3x2x2x3 experiment tested the effects of model couples' sexual orientation (heterosexual, gay male, or lesbian), argument strength (strong or weak), involvement (high or low), and participants' attitudes towards homosexuality (high, medium, or low) on White heterosexual participants' attitudes toward the couple, attitudes toward the advertisement, attitudes toward the brand, attitudes toward the product, purchase intentions, and recall. Results indicate that heterosexual consumers were accepting of ads with lesbian portrayals.  Participants showed more negative attitudes toward gay male portrayals, but attitudes towards heterosexual and lesbian ads were similar. This effect was moderated by participants attitudes toward homosexuals. Regarding message processing, low involvement consumers showed more negative attitudes toward homosexual portrayals than toward heterosexual portrayals, providing some indication that models' sexual orientation in ads may have served as a peripheral cue negatively impacting attitudes toward the couple and ad in situations where elaboration is low. However, such effects on attitudes toward couples and ads did not appear to carry over to attitudes toward the brand and product, purchase intentions, or recall. Implications, limitations, and areas for future research are also discussed. / Master of Arts

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The problem of this study is to determine the stability of interest of male and female students at the various age levels in the School of Education of North Texas State Collage, Denton, Texas. To be more specific, the problem is to determine the relationship of age, sex, or both upon stability of interest.

The problem of not enough African American males enrolling in masters level teaching programs was addressed in this study. This phenomenological study examined the experiences of African American males in master of arts teaching (MAT) programs to understand why they enrolled and what factors led to persistence throughout their program enrollment. Six African American males currently enrolled in MAT programs in the southern, southwestern, and western regions of the United States participated. Data gathered for each participant included an individual, semi-structured interview and a demographic survey. Audio-recordings were used to capture the fullness of the interviews, and transcription software was used to code, analyze, and sort the data to help identify themes. This study looked through the lens of Strayhorn’s graduate student persistence and Albert Bandura’s self-efficacy theories. Factors that influenced African American males to enroll into a program were (a) education as a necessary credential, (b) desire to give back to society, (c) minority scholarship support, (d) making a connection to passion, and (e) desire to enhance teaching skills. External and internal factors were identified as assisting the males to persist within their programs. Academic institutions and policy makers may find the results useful for understanding the unseen educational barriers likely to limit African American males from enrolling in MAT programs, the issues likely to occur during the process of obtaining the degree, and the factors likely to be assistive to them for achieving program completion.

In higher education, the field of student affairs, as demonstrated in previous research, suffers from high turnover, and often, the choice to leave the student affairs field seems to coincide with starting a family and simultaneously taking care of elder family members. Previous research has demonstrated that care-giving commitments hinder women in the advancement of their career and given the changing culture of shared care-giving responsibilities, the previous findings may now be true for men as well. This study focused on Caucasian male middle managers’ perceptions of the student affairs work environment in relation to their families and workplace supportiveness and advancement. I interviewed eight Caucasian, male student affairs middle managers about their perceptions about workplace supportiveness of family obligations in the student affairs field. The participants placed high importance on family and were no longer willing to risk family life for career success. All eight men talked fondly of their family obligations and were willing to change career paths to demonstrate how much they valued their families. In addition, these men frequently commented on the desire to represent cultural change. Therefore, student affairs divisions should implement supportive informal benefits across the board to all professional full time employees for increasing long term stability in the field of student affairs.

HIV/AIDS is a growing concern in the African American community. From 2005 to 2008, there was a 12% increase in HIV/AIDS diagnoses among African Americans (CDC, 2010a). African American males have higher rates of HIV/AIDS diagnoses than any other ethnic or racial groups. In 2006, 65% of the HIV/AIDS cases among African Americans were from adult males (CDC, 2010a). These higher rates are in part attributed to higher levels of sexual risk-taking including unprotected sex, sex with multiple partners, and sex with high-risk partners. African American adult men get tested at almost the same rate (52%) as African American women 53% (CDC, 2007). HIV testing is important to the prevention of HIV/AIDS and can result in substantial reductions in risk behaviors (Marks, Crepaz, & Janssen, 2006; Weinhardt, Carey, Johnson, & Bickham, 1999). Masculinity, a man’s concept of what it means to be man, influences engagement in sexual risk-taking behaviors (Bowleg, 2004, Duck, 2009; Lichtenstein, 2004), as well as health-seeking behaviors (Hammond, Matthews, Mohottige, Agyemang, & Corbie-Smith, 2010; Royster, Richmond, Eng, & Margolis, 2006). One form of masculinity, hypermasculinity is related to sexual risk-taking behaviors, especially among young African American males. The purpose of this dissertation was to investigate the relationship between hypermasculinity and sexual risk-taking, and HIV testing among African American males. One hundred twenty-six African American male college students were recruited to participate in an HIV prevention intervention for African American women on a Historically Black College and University (HBCU) campus. Prior to participating in the intervention, participants completed a questionnaire with measures of hypermasculinity, sexual behavior, and HIV testing. The results showed that hypermasculinity predicted frequency of sex. Hypermasculinity and frequency of sex predicted lifetime HIV testing. Frequency of sex and the number of sex partners predicted current HIV testing (in the past month). The interaction between hypermasculinity and frequency of sex was marginally significant. The findings from this research may increase our understanding of sexual risk-taking, improve HIV testing initiatives, and be useful in the development of HIV prevention programs for African American heterosexual males.

<p>Problem: Gay, bisexual, and queer (GBQ) adolescent males are disproportionately affected by negative sexual health outcomes compared to their heterosexual counterparts. Their sex education needs are not sufficiently addressed in the home and the larger ecological systems. The omission of their sex education needs at a time when they are forming a sexual identity during adolescence compels GBQ males to seek information in unsupervised settings. Evidence-based interventions aimed at ensuring positive sexual health outcomes through sex communication cannot be carried out with these youth as research on how parents and GBQ males discuss sex in the home has been largely uninvestigated. </p><p>Methods: This naturalistic qualitative study focused on the interpretive reports of 15- to 20-year-old GBQ males’ discussions about sex-related topics with their parents. From a purposive sample of 30 male adolescents who self-identified as GBQ, participants who could recall at least one conversation about sex with their parents were recruited for one-time interviews and card sorts. This strategy revealed, using Bronfenbrenners’ Bioecological Theory, their perceptions about sex communication in the context of their reciprocal relationship and the ecological systems that GBQ males and their parents navigate.</p><p>Results: Parents received poor ratings as sex educators, were generally viewed as not confident in their communication approach, and lacked knowledge about issues pertinent to GBQ sons. Nevertheless, participants viewed parents as their preferred source of sex information and recognized multiple functions of sex communication. The value placed by GBQ youth on sex communication underscores their desire to ensure an uninterrupted parent-child relationship in spite of their GBQ sexual orientation. For GBQ children, inclusive sex communication is a proxy for parental acceptance. </p><p>Results show that the timing, prompts, teaching aids, and setting of sex communication for this population are similar to what has been reported with heterosexual samples. However, most GBQ sons rarely had inclusive guidance about sex and sexuality that matched their attraction, behavior, and identities. Furthermore, the assumption of heterosexuality resulted in the early awareness of being different from their peers which led them to covertly search for sex information. The combination of assumed heterosexuality and their early reliance on themselves for applicable information is a missed parental opportunity to positively impact the health of GBQ sons. More importantly, due to the powerful reach of new media, there is a critical period of maximum receptiveness that has been identified which makes inclusive sex communication paramount in the pre-sexual stage for this population. Our findings also indicate that there are plenty of opportunities for systemic improvements to meet this population’s sexual education needs.</p> / Dissertation