The purpose of this study was to conduct a qualitative explanatory case study examining the perceptions of 10 high school teachers in one rural high school in Mississippi, as it relates to factors that contribute to the high dropout rates in African-American males in a rural setting in the Mississippi school system. African-American males who enroll in 9th grade in Mississippi, only 72 percent finish high school, but little is known regarding the factors that contribute to the dropout rates of African-American males who do not graduate high school from secondary teacher perspectives. The critical race theory highlights how some administers, and teachers rarely understand and grasp the challenges many African-American students go through in their everyday life. This research study was guided by the following research questions: (a) What are secondary teachers’ perceptions of school-based prevention programs to prevent African-American males from dropping out of high school in a rural school setting?, (b) What roles have secondary teachers played in preventing African-American males from dropping out of high school in a rural school setting?, and (c) What are some approaches secondary teachers are using to engage African-American students to prevent them from dropping out of high school? The participants participated in a Skype and online qualitative interview. Atlas.ti 7 software was used in coding and grouping data collected from interviews to categorize common themes on the drop rates of African-American males in a rural school setting. Understanding (a) reasons for dropping out of high school, (b) strategies to help students stay in school, (c) school based interventions, (d) school culture, (e) high school teachers roles, (f) support for at-risk students, (g) effective prevention strategies, (h) parents and families roles, (i) rural high school teachers roles, and (j) long-term consequences on the impacts of African-American males behavior will help district leadership with creating effective programs, policies, and approaches that will contribute to improving the increase dropout rates in rural schools.
|Advisor:||Beverly, Monfia G.|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 79/10(E), Dissertation Abstracts International|
|Keywords:||African-American males, Critical race theory, Disproportionality, Dropout, Dropout rates, Rural school|
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