Date of Conferral
2023
Degree
Ph.D.
School
Public Policy and Administration
Advisor
Hilda Shepeard
Abstract
AbstractAfrican American males placed in special education programs their entire time in high school often experience stigmatizing feelings of lack of self-worth and self-esteem as adults. The purpose of this qualitative case study was to explore and better understand the influence special education programs may have on African American males’ self-esteem and self-worth. Becker’s and Lemert’s labeling theory and Baumgartner and Jones’s and Gould and Eldredge’s punctuated equilibrium theory guided this study. The focus of the research questions was the influence of special education programs on African American males’ learning experiences and the changes needed. Purposive and snowball sampling techniques were used to recruit 19 special education teachers, administrators, and counselors and seven African American male students. Data were collected using two researcher-developed interview guides. Based on the experts’ responses, it was found that labeling results in stigmatizing feelings and negative perceptions towards school among African American male students. Also, preconceived beliefs decrease academic expectations and reduce academic performance. The African American male students confirmed that they experienced the unintended consequences; as such, they recommended teachers’ preparation and training, comprehensive and culturally congruent assessments and evaluations, and hiring more African American teachers to mitigate the problems. The study’s implication for positive social change is that the findings could help decrease the transition from school to prison for African American males placed in special education programs.
Recommended Citation
Houssou, Jacques, "Understanding the Impact of Special Education Programs on African American Males" (2023). Walden Dissertations and Doctoral Studies. 14196.
https://scholarworks.waldenu.edu/dissertations/14196
