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Dissertation/Thesis Abstract

The Schooling Experiences of African American Males Attending Predominately White Independent Schools
by Coleman, Dana Adams, Ed.D., Loyola Marymount University, 2017, 136; 10691113
Abstract (Summary)

This dissertation seeks to examine the schooling experiences of African American males attending predominately White independent schools in California. Using Critical Race Theory as a theoretical framework and the factors contributing to schooling experiences, this qualitative research explores the role of student self-perception, teacher expectations, and parent involvement as contributing factors to participants overall schooling experiences. Utilizing counterstorytelling as a means of capturing the rich narratives shared by the participants, data analysis included holistic content coding based on themes that emerged from narrative examination. Findings indicate how parent involvement became the overarching critical component that was most significant in positive schooling experiences for Black males. These findings also support the need to continue to examine the shortage of literature examining the schooling experiences of Black males in predominately White independent schools.

Indexing (document details)
Advisor: Darder, Antonia
Commitee: Parham, William, Sanchez, Marta
School: Loyola Marymount University
Department: Education
School Location: United States -- California
Source: DAI-A 79/02(E), Dissertation Abstracts International
Subjects: African American Studies, Gender studies
Keywords: Parent involvement, Schooling experience
Publication Number: 10691113
ISBN: 978-0-355-40901-7
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