Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Celeste Stansberry

Abstract

Black males in a metropolitan private Christian high school (PCHS) in the Midwest encounter unique sociocultural experiences that may be associated with racial microaggressions and the struggles of fitting in that can negatively impact academic success. The problem that was addressed in this study was the need for more specific information on how Black males fit socially into the local PCHS, and their attitudes towards academic achievement. Bandura’s self-efficacy theory and Tajfel’s social identity theory were used in this case study to explore the sociocultural experiences of 6 former Black male students and 5 members of the school staff. The research questions focused on the views of former Black male students on their sociocultural experiences at PCHS, the school’s influence on their academic outcomes, and the practices staff at the school used to support their social and academic needs. Findings from data collected from interviews indicated specific academic and social support programs were needed pertaining to achievement, social experiences, student/staff interactions, support programs and practices. The resulting project was a policy recommendation paper designed to provide information for proposed strategies, supports, resources and partnerships to school staff and administration to incorporate into daily practices and interactions. Policy recommendations include suggested changes to existing programs, policies, and strategies. The project contributes to the positive social change by providing educators with insight into the experiences of these former students from their perspective and allowing administration and school staff to provide better support and services to the meet the educational needs of all students.

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