Date of Conferral

1-8-2026

Date of Award

January 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Danette Brown

Abstract

The problem investigated in this study was that approximately 34% of African American male students had dropped out of high school in an urban public school district in the Northern United States. Grounded in Bronfenbrenner’s ecological systems theory, the purpose of this basic qualitative study was to explore school social workers’ perceptions of the effectiveness of strategies used to reduce dropout rates among African American male high school students. Purposive sampling was used to recruit 10 school social workers from one urban public school district who worked with African American male students at risk of dropping out. Data was collected through semistructured interviews and analyzed using thematic analysis. Five themes emerged: (1) relational and school-based supports improved student engagement and persistence; (2) family and community support positively influenced motivation and retention; (3) culturally relevant practices enhanced trust and engagement; (4) advocacy was essential for securing equitable access to supports; and (5) systemic barriers, including limited resources, high caseloads, and restrictive policies, hindered retention efforts. The findings suggest that coordinated, relationship-centered, culturally responsive, and advocacy-informed approaches may reduce dropout rates and improve engagement and academic persistence among African American male high school students. This study contributes to positive social change by informing school leaders and practitioners about equitable, culturally responsive supports that promote retention and academic success for African American male high school students.

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