Teachers’ practices that contribute to the success of African American males

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dc.contributor Atkinson, Becky M.
dc.contributor Hutcheson, Philo A.
dc.contributor Sun, Jingping
dc.contributor Saulsberry, André Pierre
dc.contributor.advisor Mitchell, Roxanne M.
dc.contributor.author Abner, Montaurius Bendell
dc.date.accessioned 2018-06-04T14:57:26Z
dc.date.available 2018-06-04T14:57:26Z
dc.date.issued 2017
dc.identifier.other u0015_0000001_0002847
dc.identifier.other Abner_alatus_0004D_13331
dc.identifier.uri http://ir.ua.edu/handle/123456789/3523
dc.description Electronic Thesis or Dissertation
dc.description.abstract African American male students continue to fail at overwhelming rates in America’s public schools. This is not a new problem; however, such continued failure cannot be ignored. The purpose of this study is to examine teaching practices that contribute to the academic success of African American males. The study was designed as a qualitative study, using culturally relevant pedagogy as a conceptual framework, to explore students’ and teachers’ perspective about effective teacher practices. To establish an understanding of what teachers are doing to help students be successful in high school and beyond, a practical qualitative study of teachers and their practices and students and their experiences was conducted. This study was guided by three research questions: 1) What are the teachers’ practices that successful African American male students say contribute to school achievement? (2) What are the teachers’ practices that teachers say contribute to African American male school achievement? and (3) How do these practices lead to student success, as explained by the students and the teachers they identify as successful? Furthermore, the research examined Ladson-Billings criterion for culturally relevant teaching and evidence of it through the themes that emerged from data analysis. Four schools from three districts located in central Alabama were selected for the study. The participants in this study were selected by the principals and/or guidance counselors from the four schools and were eight former high school students and seven teachers identified by participating students. Data were collected primarily through interviews. The study findings showed how the characteristics of culturally relevant teaching aligned with practices and themes that emerged from students and teachers’ data analysis. The findings and conclusions of this study suggest that what teachers do profoundly affect student achievement and that when teachers implement culturally relevant pedagogy, students feel accomplished. This 
research
 allowed
 me 
to
 identify
 practices that teachers can employ when working with African American male students. Implications of this study suggest the need for school leaders (teachers and principals) to make African American students feel valued by acknowledging them and their uniqueness and for administrators to devise a plan (a recruitment plan) of how to get more African American male role models in their schools. Recommendation for future research is highlighted in the study.
dc.format.extent 170 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational leadership
dc.subject.other Multicultural education
dc.subject.other Pedagogy
dc.title Teachers’ practices that contribute to the success of African American males
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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