Date of Conferral
2022
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Michael Jazzar
Abstract
Many African American males in high school do not acquire the knowledge and information that can make them successful in their education goals. This study focused on African American male high school students regarding the instructional practices that could help them succeed academically, so that teachers can be more successful in their teaching of African American students. The purpose of the qualitative study was to explore teachers’ perspectives on the curriculum, instruction, and assessment practices they believe most influence the academic achievement of African American males. The findings may provide insights into the educational practices that most contribute to African American males’ academic success from the teachers’ perspective. This study used culturally responsive teaching/pedagogy to focus on factors in public school settings that help African American males reach their academic potential. Seventeen participants engaged in in-depth interviews, and interview data were analyzed using a priori codes, open coding with thematic analysis, and axial coding. The results of this study may offer teachers and school leaders insights into the specific curriculum, instruction, and assessment constructs that help motivate African American males to invest in school and complete graduation requirements, which could bring about a positive social change for these students and their communities.
Recommended Citation
Green, Danielle R., "Equitable Strategies: Teachers’ Expectations and the Academic Achievement of African American Males" (2022). Walden Dissertations and Doctoral Studies. 14153.
https://scholarworks.waldenu.edu/dissertations/14153
