African-American youths growing up in residentially segregated communities are often overwhelmed with the negative realities embedded in poverty. These individuals experience a life that at best presents a marginalized quality of social, economic, and political opportunities (Journal of Blacks in Higher Education Weekly Bulletin, 2011). The purpose of this research was to examine the relationship between residential segregation (i.e., educational apartheid) and the academic performance of the African-American male student population. A phenomenological approach was utilized to identify and assess African-American male students' perspectives of their lived experiences as high school dropouts or as students that had been pushed out of high school: a process that will ultimately add voice and value to the realities of what life without a high school education means to this population. Although there are many impoverished and underprivileged groups in the U.S. today, this research specifically focused on the African-American male student population because of its exceedingly high percentage of dropouts and push outs in secondary school. In addition, this research encouraged specific solutions and ideal implementations that were not just a quick fix or a bandage, but rather the beginnings of a positive transformational change in the academic performance that involves truth, dignity, and equality for this population.
Some files may require a special program or browser plug-in. More Information
|Advisor:||Barner, Robert R.|
|Commitee:||Schmieder-Ramirez, June, Todd, Eric|
|School Location:||United States -- California|
|Source:||DAI-A 74/05(E), Dissertation Abstracts International|
|Subjects:||African American Studies, Black studies, Pedagogy, Education Policy|
|Keywords:||Educational apartheid, Educational relationships, Institutionalized slavery, Pedagogy of the oppressed, Racism, Residential segregation|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be