Date of Conferral

6-12-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Hallums

Abstract

Research shows that students with educational support aligned to their cultural and academic needs have better outcomes. K-12 school administrators were challenged to support African American male students’ cultural and academic needs. Guided by cultural mismatch theory and critical race theory, this basic qualitative study aimed to explore the perceptions of K-12 administrators concerning the cultural and academic needs to support African American male students. Data were collected via semi-structured interviews with eight K-12 school administrators having at least 2 years of experience in administration in a southeastern public school district in the United States. Thematic analysis of interview data was conducted using open, inductive coding. Themes related to cultural barriers, independent raising, community influence, educational values, and academic deficiencies emerged from the data. Findings suggest that to maximize cultural and academic support for African American male students, K-12 administrators must foster a sense of community and belongingness while acknowledging the role students play in raising themselves and their siblings due to parental absence. Culturally informed school supports may be beneficial in creating sense of belongingness which may aid in overcoming declines in educational value, academic deficiencies, and academic gaps in performance of African American male students. The study offers guidance to K-12 school administrators and other key stakeholders in developing policies and practices to support African American male students culturally and academically effectively by attending to all students’ needs to foster positive social change over time.

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