With PQDT Open, you can read the full text of open access dissertations and theses free of charge.
About PQDT Open
Search
COMING SOON! PQDT Open is getting a new home!
ProQuest Open Access Dissertations & Theses will remain freely available as part of a new and enhanced search experience at www.proquest.com.
Questions? Please refer to this FAQ.
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.
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 |
Source Type: | DISSERTATION |
Subjects: | African American Studies, Gender studies |
Keywords: | Parent involvement, Schooling experience |
Publication Number: | 10691113 |
ISBN: | 978-0-355-40901-7 |