This qualitative study explored the perceptions of 14 African American male undergraduate students about their high school preparation for post-secondary education. This study synthesized past and present research on the experiences of African American males within the public education system and examined how school discipline and the lack of positive student-teacher relationship negatively impacts the trajectory of African American males entering into institutions of higher education. Through semi-structured interviews three salient themes emerge: (1) inconsistent support from certificated school personnel in meeting the needs of African American male high school students; (2) lack of academic preparedness for post-secondary education in high school programming; and (3) the importance of family support and role models for Black male high school students. The results from these interviews highlighted the continuous disparities African American males’ face within the K-12 system. Such barriers impede on college access and success.
|Commitee:||Gamble, Brandon, Tocco, Frank, Williams, Felton|
|School:||California State University, Long Beach|
|Department:||Education and Counseling|
|School Location:||United States -- California|
|Source:||MAI 57/02M(E), Masters Abstracts International|
|Subjects:||African American Studies, Black studies, School counseling, Secondary education, Gender studies|
|Keywords:||African American males, Black males, College access, Higher education, K-12 education, Urban education|
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