Date of Conferral





Public Policy and Administration


Anthony Fleming


AbstractThere is a lack of research on African American male adolescents who have progressed socially and academically in charter school systems under the administrative and classroom leadership of African American men. The purpose of this qualitative case study was to gain a deeper understanding of how adolescent African American male students in one U.S. charter school system progress academically and socially under the classroom and administrative guidance of African American men. The research questions addressed how gender focus and cultural representation developed academic equity and propelled these African American male adolescent students socially and academically. Critical race theory was the theoretical framework for the case study. Semistructured interviews were conducted with 22 participants who represented four groups of stakeholders at an East Coast charter school: the CEO, founders, and board members; administrative leaders; teachers and counselors; and parents. The participants offered insights on policy development, administrative guidance, classroom leadership, and the home lives of students. Data from participant interviews and other credible sources were triangulated to validate the research findings. This research yielded an in-depth understanding of how unmet needs affect behaviors, social engagement, and the academic progress of students in urban settings. This case study also highlights the importance of school support systems for teachers, students, and parents within an academic community. Understanding how support enhances the skill set of teachers may motivate educational leaders to develop strategies to improve parent participation, which may help students to progress academically and socially.