Date of Conferral
2022
Degree
Ph.D.
School
Psychology
Advisor
Leann Stadtlander
Abstract
AbstractWhile considerable research has explored the effect of teacher’s racial group on educating African American students from the teacher’s perspective, little is known about the students’ thoughts. The purpose of this study was to describe the feelings of African American middle school males who were taught by teachers of a different race. The bases for this qualitative study were critical race theory (CRT) and oppositional cultural theory (OCT). Purposive sampling strategy and snowball sampling were used to recruit seven African American middle school males for in depth semi structured interviews. The responses of the participants were coded, the analysis method of moving from the condensed meaning unit into themes was used. Participants’ comments were summarized to establish trustworthiness and rich thick detailed descriptions. The results indicated that participants wanted teachers of a different race to be aware of their personal biases, participants wanted better teacher- student relationships, and for teachers to understand cultural learning styles, and believed that boys would get more attention if girls and boys were taught separately. The results of this study could lead to positive social change by helping administrators, teachers, and support staff to bridge the equity gap in middle schools.
Recommended Citation
Ward, Pamela Lee, "Lived Experiences of African American Middle School Males Taught by a Different Race" (2022). Walden Dissertations and Doctoral Studies. 13125.
https://scholarworks.waldenu.edu/dissertations/13125
