Many Black boys become detached from their classrooms and disengaged from the learning process altogether. Irrelevant curriculum, systemic discriminatory K-12 experiences, and poorly staffed and resourced schools are among the various historical, educational, and socio-economic factors that contribute to the 31% drop out rate among Black students, particularly males. Those who drop out of school often experience unemployment, economic struggle, and in many cases, incarceration. In an effort to explore engaging instructional approaches that address the cultural needs of Black boys, a qualitative case study was conducted to explore the cultural responsiveness of Linked Learning. An emphasis was placed on identifying specific instructional strategies that impact the engagement levels and overall academic performance of Black boys.
A combination of interview, observational and documented data were collected with participants consisting of 10 Black, male high school students, 3 Linked Learning teachers, and 2 administrators. The following themes resulting from the data were evident within participants’ interview responses, observed behaviors and practices, and analyzed lesson plans and student work samples: (a) Caringclassrooms were critical to the success of Black boys, and (b) The Linked Learning promise positively impacted the academic experience of Black boys. An integration of two theoretical frameworks, Invitational Theory and Culturally Relevant Pedagogy, served as this study’s conceptual frameworkand guided the exploration of the Linked Learningmodel.
|Advisor:||Scott, James W.|
|Commitee:||Anderson, Felicia M., Biolchino, Erin|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 79/12(E), Dissertation Abstracts International|
|Subjects:||Black studies, Educational administration, Secondary education, Gender studies|
|Keywords:||Black boys, Communalism, Culturally responsive teaching, Invitational theory, Linked learning, Verve|
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