This mixed method study researched African-centered pedagogy and examined if it made a difference for Black males in middle school. The study examined what it meant to be Black for the participants through administering the Multidimensional Model of Black Identity (MMBI) which measures Black males’ connections to their own cultural group. Students were asked three semi-structured questions about their experiences in school. In addition, MCA test scores and GPA were compared. Twenty-four middle school students participated for two different middle school types in Minnesota: one traditional school and one African-Centered school. Findings revealed that there were substantially different scores on the MMBI. Overall, students who attended the African-Centered school had better tests scores and GPA. Although, the t-tests conducted demonstrated these scores were not statistically significant. Major themes emerged from student interviews including that students wanted to learn had high expectations of their teachers. Implications and future research are discussed.
|Commitee:||Berry, Dr. Timothy, Krull, Dr. Melissa, Spies, Dr. Paul|
|School:||Minnesota State University, Mankato|
|Department:||Educational Leadership: Ed.D.|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 79/12(E), Dissertation Abstracts International|
|Keywords:||Achievement, African-Centered, Black males, Educational system, Identity, Pedagogy|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be