Dissertation/Thesis Abstract

Voices of African American male high school graduate participants in single-sex programs
by Fletcher, Glynetta De'Shon, Ed.D., California State University, Long Beach, 2013, 190; 3574917
Abstract (Summary)

African American males in K-12 have the highest rate of suspensions, expulsions, and referrals to special education, as well as the lowest graduation rates—statistics that have existed for more than 25 years. Within the last eight years, since the implementation of No Child Left Behind, single-sex schools and classrooms have become a method to narrow the achievement gap of African American males. African American male students benefit from gender specific instruction and culturally relevant pedagogy. While the literature shows that controversy exists regarding single-sex schools, programs have proven effective.

The purpose of this qualitative study was to explore the essence of African American high school male graduates and their participation in single-sex classes, single-sex schools, single-sex church and community based programs. Students were recruited from single-sex schools, classes; church and community based programs and asked to complete an online survey. Additionally, nine of the survey participants were interviewed one-on-one. A survey instrument was developed for this study in order to collect demographic information. The sample included 38 African American males that graduated from high school, participated in a single-sex program for at least 6 months, and are currently enrolled in college or working full-time. The demographic information is presented to share how many are enrolled in college, the colleges in which they are enrolled, their interaction with women, and if participation in the single-sex program influenced their college or career choice.

The findings revealed themes of the ways in which African American males connected to their single-sex program. These results provide insight into connections students made as members of the single-sex program. Implications and recommendations based on the findings of this study are given. Further studies are recommended to further study the influence of single-sex programs on college and career.

Indexing (document details)
Advisor: Gamble, Brandon
Commitee: Booker, Beverly, Myers-Miller, Damita
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 75/02(E), Dissertation Abstracts International
Subjects: African American Studies, Black studies, Secondary education, Gender studies
Keywords: African-American, Boys, High school, Single-sex programs
Publication Number: 3574917
ISBN: 978-1-303-52105-8
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