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Dissertation/Thesis Abstract

African-Centered Pedagogy: Exploring Black Male Identity and Achievement through an African-Centered Lens
by Turner, Kenneth O., Jr., Ed.D., Minnesota State University, Mankato, 2018, 156; 10841682
Abstract (Summary)

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.

Indexing (document details)
Advisor: Berry, Timothy
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
Subjects: Educational leadership
Keywords: Achievement, African-Centered, Black males, Educational system, Identity, Pedagogy
Publication Number: 10841682
ISBN: 978-0-438-27166-1
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