The academic achievement of African American male students has been one of the most over- researched topics in the education community for the past decade. Most of these studies report findings of social issues as predictors for the underachievement of African American male students. Examples of such issues are poverty, culturally irrelevant curriculum, disengaged families, involuntary immigration due to the slave trade and sociopathological issues. These findings are being debated among prominent educators to determine whether or not they are valid. This study was conducted using a qualitative approach to hear the voices of African American parents in order to determine what other factors could contribute to the decline in academic success among this group of students. The conceptual framework was framed around the works of Pedro Noguera, Linda Darling- Hammond, John Ogbu, and Michael Gurian, social scientists, who have concluded that the achievement level of African American males requires additional research. In this qualitative study, narrated stories from parents, teachers, and students at a private secondary school in Savannah, Georgia were collected. The stories were identified and placed in categories of experiences and events narrated by the participants. In evaluating the responses, the study unfolded themes that provided insights into the perceptions of parents and the importance of their views in future discussions regarding school reforms for academic success of African American male students.
|Commitee:||Maio, Stephen, Williams, Roger|
|School Location:||United States -- Massachusetts|
|Source:||DAI-A 75/09(E), Dissertation Abstracts International|
|Subjects:||African American Studies, Education Policy|
|Keywords:||Academic achievement, African American parents, African American students, Male students|
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