Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
An Ethnographic Study of Successful African American Male Learners in Middle School.

An Ethnographic Study of Successful African American Male Learners in Middle School.

Williams, Princess

Paperback

General Sociology

Currently unavailable to order

ISBN10: 1243570644
ISBN13: 9781243570642
Publisher: Proquest Umi Dissertation Pub
Pages: 370
Weight: 1.45
Height: 0.77 Width: 7.44 Depth: 9.69
Language: English
This study examines the school experiences of Black boys who have been identified as academically successful and challenges the prevailing negative images of Black males. The study addresses two research questions: (1) factors that contribute to African American male middle school learners persevering and excelling academically and (2) ways in which the school influences them to achieve. Case studies were conducted to understand the perspectives that six African American urban middle-school male learners in grades five and six formed about reading, writing, talking, and listening as effective ways to learn and communicate. Participants were nominated by their teachers. Data were collected through individual interviews with Black males, their teachers and mentors; review of record; focused group interviews; and classrooms observations. Interviews revealed that several factors contribute to the success of the boys. The boys primarily identified the teacher as the main support for their achievement. Teachers on the other hand, identified the level of parental support as being the most important factor to the boys' academic success. Similar to the boys' perspectives of themselves, parents indicated that teachers were most essential to their children's achievement. Additionally, students recognized that there are many different ways in which the teacher can instruct them. Teachers in turn held high expectations for these students and communicated those expectations in such a fashion as to motivate students to excel and to persevere despite their personal hardships. Not only academic skills were enhanced because of teacher and parent involvement, but students also gained valuable life skills. This study has implications for teachers in thinking about the role that they play in engaging students, sustaining their involvement or interest in school, the ways in which their identities as teachers affect the way in which curriculum is implemented in the classroom, and how classroom practices can enhance the experiences of Black boys. In addition this study informs research on classroom and school engagement with a particular focus on the classroom experiences of Black boys.

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