Tesi: "African American high school students – Attitudes"

1

Gladney, Lawana S. "Fictive kinship, racial identity, peer influence, attitudes toward school, and future goals : relationships with achievement for African American high school students /". Full-text version available from OU Domain via ProQuest Digital Dissertations, 1998.

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2

Stroble, Willie Lee. "The relationship between parental incarceration and African-American high school students' attitudes towards school and family". W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618833.

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The purpose of this study was to investigate whether African-American adolescent high school students who have (or have had) at least one parent incarcerated differed on several variables as compared to African-American adolescent high school students who lived with both parents and those who did not have an incarcerated parent but who lived with only one parent.;John Marshall High School in Richmond, Virginia was the institution studied for this project. John Marshall was chosen for several reasons: the student researcher had access to this population and it was believed that a majority of the students at this institution came from homes where at least one parent was (or had been) incarcerated.;Each student was administered the Children's Depression Inventory (CDI), the Multidimensional Self Concept Scale (MSCS), and the Family Environment Scale (FES). In addition, data from students' cumulative folders were analyzed: grade point averages, attendance data, standardized test scores, and disciplinary referrals (if any). Students also answered questions on a 14-item researcher-generated questionnaire. The questions, Likert in nature, assessed students' feelings and perceptions about their family and school environments, as well as their parent relationships.;It was hypothesized that (1) there would be a difference between academic performance, daily absenteeism rate to school, classroom behavior, and attitudes towards school of African-American high school students who have (or have had) at least one incarcerated parent as measured by students' transcripts, standardized test data, school attendance records, and teacher-generated disciplinary referrals and (2) there would be a difference on the variables of depression, self concept, and family environment among African-American adolescent high school students who have (or have had) at least one incarcerated parent and (a) African-American adolescent high school students who lived with both parents and (b) African-American adolescent high school students who did not have an incarcerated parent but who lived with one parent as measured by the Children's Depression Inventory, the Multidimensional Self Concept Scale, and the Family Environment Scale.;The results of the study indicate that there were no differences in students who lived with both parents, in students who did not have an incarcerated parent but who lived with only one parent, and those who have (or have had) at least one parent incarcerated on the measures of depression, self concept, and family environment.;Further study is needed to determine the effects of parent incarceration on African-American school children.

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3

Scott, Brice Le Anthony. "AFRICAN AMERICAN HIGH SCHOOL STUDENTS’ ATTITUDES TOWARD MATHEMATICS AND PERCEPTIONS OF EXTANT CULTURALLY RELEVANT PEDAGOGY AND ETHNOMATHEMATICS". CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/698.

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African American students' severe underachievement in mathematics in comparison to their peers has been framed as an achievement gap that continues to widen despite the efforts of many education scholars and leaders. Throughout history in the United States, mathematics education has been designed, developed, and delivered within a Eurocentric philosophy. Consequently, African American students have been at a systemic disadvantage in terms of perceiving the cultural relevance of mathematics; which has served as a detriment to their academic success. By merging ethnomathematics and culturally relevant pedagogy (CRP) into a theoretical framework, this study investigates these issues and proposes a shift in mathematics education toward a more culturally aware approach. In this study, it is argued that implementing a multicultural education approach such as ethnomathematics into the mathematics curriculum coupled with employing culturally relevant pedagogical practices will increase relevance in the mathematics education for African American students. The purpose of this study was to gain African American high school students’ perception of mathematics, as well as their cultural awareness and its relation to mathematics education. To gain students’ perceptions about mathematics education from a cultural respect, 375 students in grades 9-12 completed three online surveys which were (1) a four-item demographic questionnaire (age, gender, grade, ethnicity), (2) the 40-item Attitude Towards Mathematics Inventory (ATMI), and (3) the 12-item Students Perception about Cultural Awareness (SPCA) survey. This study incorporated a quantitative, correlational research design. To address research questions one and two, Pearson correlations were conducted to examine the associations between the variables of interest which were (1) Value, (2) Enjoyment, (3) Sense of Security, (4) Motivation, and (5) Cultural Awareness. Variables (1), (2), (3), (4) were derived from the ATMI survey through factor analysis while variable (5) was constructed from the SPCA survey. To address research question three, a MANOVA was conducted to assess for differences in attitudes toward mathematics and perceptions of cultural awareness by ethnicity. For research questions one and two, it was found that there was a statistically significant correlation between the variables of interest. For research question three, it was found that there was not a statistically significant difference in the variables of interest by ethnicity. In further analysis of the data, it was found that many African American students have a substandard attitude of value, enjoyment, sense of security, and motivation toward mathematics. Nonetheless, these students had a high sense of cultural awareness and cultural pride. Generally, the students felt that the incorporation of culture into mathematics would assist in raising their achievement to some degree. This study highlights recommendations to educational leaders to learn about the culture of their students, allow that data to inform policy decisions, and lead a shift to the approach of mathematics education toward the theories of ethnomathematics and CRP.

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Collins, Frankie Gerrell. "Physical Education Teachers' Attitudes and Understandings About Culturally Relevant Pedagogy and Teaching African American Male Students at Urban High Schools". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306941102.

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5

Johnson, David Allen. "The Relationship Between School Integration and Student Attitude Toward Residential Racial Integration". PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/1180.

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This study examined factors related to the teaching effectiveness of adjunct faculty in higher education. Specifically, it explored the relationship between personality, as defined by the Five-Factor Model, occupation, and student ratings of teaching effectiveness. Results indicate that personality is correlated to an instructor's classroom behavior and education goals, which in turn are related to teaching effectiveness. In addition, instructors with occupations in social services and education had significantly higher mean teaching effectiveness scores than those from other occupations. Finally, there was an inverse relationship between age and teaching effectiveness in this study, and a positive relationship between teaching experience and teaching effectiveness. Although instructors may not be able to change their personality, they can modify their behavior and teaching practices to increase their effectiveness as educators.

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Spruille, Twania Makita. "An exploratory study of the knowledge of AIDS, sexual attitudes and sexual behavior of African American male and female high school students". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/1976.

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This was an exploratory/descriptive study to explore the relationship of knowledge, attitudes and sexual behaviors among African American high school students regarding AIDS (Acquired Immune Deficiency Syndrome). Thirty students from Port Gibson High School, located in Port Gibson, MS were surveyed to determine levels of knowledge of AIDS, sexual attitudes, and sexual behaviors. Attitude and knowledge are necessary to identify specific consequences following the behavior. A descriptive and exploratory design was used in this study. A self administered questionnaire was administered to African American male and female high school students. The study was an attempt to provide a clear understanding of the knowledge of AIDS, sexual attitudes, and sexual behaviors of the African American male and female high school students. The results indicated no significant differences between the groups in the areas explored.

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7

Mouton, Yolanda Vivian. "Perceptions of a culturally sensitive HIV/AIDS curriculum". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3177.

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The focus of the study was to explore to what degree culturally sensitive HIV/AIDS curriculum and materials were perceived as important by African-American students. Students selected for the research (N=121) were from a high school in San Bernardino, California, an area that represents a multiethnic population. Frequency descriptions and bivariate corrrelations were conducted to analyze the data. Trends found in this study indicated African-Americans did not perceive cultural sensitivity as an important aspect of HIV/AIDS education, and correlations between the Multigroup Ethnic Identity Measure (MEIM) score of African-Americans and their perceptions of the need for culturally sensitive HIV/AIDS education materials were non-significant. Outcomes of this study suggest a more defined meaning of "cultural sensitivity" and "culturally sensitive" materials as it pertains to HIV/AIDS education.

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8

Lo, Xiong A. "Hmong high school students' attitudes and aspirations toward education". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998lox.pdf.

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9

Johnson, Randall J. "Developmental Assets Supporting High School Graduation Among African American Students". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3147.

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The focus of this study was individual and community assets and barriers that African American students living in disadvantaged low income communities encounter in their efforts to complete high school. The research questions were focused on understanding the high school experiences of students who graduated and of students who dropped out. The study was a comparison of the data collected from interviews of former students to the 15 interventions identified as most effective by the National Dropout Prevention Network (http://dropoutprevention.org/effective-strategies/). Findings suggested that 6 of the 15 developmental assets were effective for enabling African American students to graduate from high school. These developmental assets were school-community collaboration, mentoring, family engagement, alternative schooling, after school opportunities, and active learning. The findings of this study may improve teaching and learning in K-12 schools and communities to increase graduation rates for minority students.

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Murray, Natasha L. "EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS". UKnowledge, 2018. https://uknowledge.uky.edu/edp_etds/73.

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Public school systems in America continue to show unequal learning outcomes for African American students. This investigation seeks to understand salient factors that are critical and essential to the process of increasing the probability of academic resilience (success) among African American students. Academic resilience is defined as "the process of an individual who has been academically successful, despite the presence of risk factors (i.e., single parent family, low future aspirations, and low teacher expectation) that normally lead to low academic performance" (Morales & Trotman, 2011, p.1). Using the baseline data from the Educational Longitudinal Study (ELS: 2002), a multilevel logistic model was developed that aimed to identify individual and collective characteristics of African American students who were academically resilient. The multilevel logistic model revealed five statistically significant student-level variables. When comparing two African American high school students one unit apart in SES, for the student with the lower family SES, one unit increase in their academic expectation would make the student 3.21 times more likely to be academically resilient; whereas for the student with the higher SES, one unit increase in their academic expectation would make the student 2.48 times more likely to be academically resilient. Consider two African American high school students one unit apart in terms of teacher expectation, the one with higher teacher expectation was 1.67 times more likely to be academically resilient than the one with lower teacher expectation. Spending one more hour in homework per week was 1.12 times more likely to make an African American high school student academically resilient. Lastly, when comparing two African American high school students one activity apart in terms of school involvement (e.g., band, chorus, sports, or academic clubs), the student with the higher number of school involvement activities was 1.67 times more likely to be academically resilient than the student with the lower school involvement activities. The multilevel logistic model also revealed two statistically significant school-level factors. Specifically, when comparing two high schools one unit apart in school academic climate, African American students in the high school with higher academic climate were 7.44 times more likely to be academically resilient than African American students in the high school with lower academic climate. When comparing two high schools one unit apart in school remedial efforts, African American students in the high school with lower school remediation efforts were 4.54 times more likely to be academically resilient than African American students in the high school with higher school remediation efforts.

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11

Bukasa, Kadima. "Influence of Intercultural Experiences Abroad on African American High School Students". Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636902.

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African American high school students are underrepresented in study abroad programs, and their lack of intercultural skills and international understanding can impede their personal and professional development, and limit their career opportunities. The purpose of this descriptive qualitative case study was to explore the influence of intercultural experiences through study abroad and immersion programs on African American high school students’ intercultural competence. The conceptual framework drew on 2 theories: Bennett’s development model of intercultural sensitivity and Kolb’s experiential learning. Data from interviews and focus groups with 13 African American high school students, 2 parents, and 2 teachers as well as documents and field notes from a Northeast United States urban high school addressed the research questions pertaining to how students perceived travel abroad that fostered intercultural competence skills as well as how teachers and parents perceived students’ personal development. Findings resulted from provisional codes used to identify pattern of codes, and central themes that indicated predeparture seminars and reflective practices enhanced intercultural skills. The portfolios suggested that most students became more reflective and accepting of cultural differences after their sojourn abroad. Recommendations based on the findings suggest increasing homestay experiences and planning and predeparture trainings. Future research is needed on how to attract more male African American students to such programs. The findings may contribute to positive social change by encouraging investment in homestay study abroad and immersion programs with adequate preparation and planning at inner city high schools that might foster intercultural competence skills.

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Charbonnette, Constinia. "Lift every voice African American students' beliefs of their school climate /". Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3965.

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Thesis (Ed. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains vi, 183 p. : ill., map. Includes abstract. Includes bibliographical references (p. 152-160).

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13

Pennington, Yvette. "Cyberbullying Incidents Among African American Female Middle School Students". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3280.

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Recent research has shown an increase in cyber bullying acts against middle and high school students. The National Center of Education Statistics (2010) reported that cyberbullying incidents increased 73% between the years of 2007 and 2009. In 2011, 75% of cyberbullying victims were adolescents (National Center of Education Statistics, 2013). Using data collected from the Pew Research and American Life Project, the study examined the prevalence of cyber bullying acts against African American female adolescents compared to Caucasian male and female adolescents and African American male adolescents. Additionally, the study reported the cyber bullying incident that occurred most frequently as either directly using texting or indirectly using social media websites. Past research studies have shown a prevalence of cyber bullying acts against Caucasian females. The participants in this study were 737 adolescents 12-17 years old. The results suggested that a prevalence of cyber bullying acts against African American female students occurred at a significantly lower rate than Caucasian female and male students but a significantly higher rate than African American male students and Hispanic male and female students. Additionally, indirect cyberbullying incidents occurred significantly more frequently than direct cyberbullying incidents.

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14

Thompson, Lucinda R. "Teachers' perceptions toward culturally responsive teaching of African American high school students". Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708714.

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The purpose of this qualitative, exploratory case study was to explore teachers’ perceptions toward culturally responsive teaching (CRT) of African American high school students in reading and language arts classrooms. Reading scores have increased for both African American and Caucasian students, but on average, African American students do not perform as well on reading tests as their Caucasian peers. Fifteen reading and language arts teachers from one high school in Florida were interviewed using a semistructured, open-ended interview format. Analysis of the data led to answers to the research questions for the study. The findings indicate that teachers are not prepared to teach in culturally responsive ways. The findings add to the current literature indicating that teachers support CRT but struggle to apply the strategies because of a lack of CRT training and culturally enriched reading material. Based on the findings, leaders are encouraged to engage teachers in conversations to become aware of their cultural biases, acquire knowledge of CRT, evaluate the CRT practices of teachers to determine what CRT strategies and support are needed for teachers, develop a CRT professional development plan and require all school personnel to participate in training, provide supplemental culturally enriched material for teachers to use in the classroom, and follow-up with teachers to evaluate additional needs.

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15

Mutawally, Sabreen Ayesha. "Social Capital and Academic Achievement of African American Male High School Students". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5911.

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Although more researchers have focused on academic deficits of male African American students, it is also important to understand the social factors that contribute to those who perform at a proficient level. Drawing on social capital theory as forwarded by Coleman and Putnam, this qualitative case study of 3 African American male high school students examined how their parent(s), teacher, mentor, peer or sibling, and pastor or community leader influenced the creation of social capital surrounding the students' academic achievement. Interview protocols and research interview instruments were developed and used to collect data from a total of 16 research participants, including the 3 students. Collection of the data was done through one-on-one, face-to-face interviews that were audio-recorded. The researcher transcribed the data and coded for analysis using intuitively derived categories. The primary finding of this study indicated that social capital positively influenced the 3 students' academic achievement. Themes acknowledged within the data were: (a) relationships, including family and community; (b) culture, including core norms and future goals; and (c) student attributes, which related to students' interests and characteristics as described by themselves. These findings may be relevant for designing education policies and practices for improving the academic performance and outcomes of African American male high school students, providing professional development for teachers to build meaningful relationships with students, improving cultural sensitivity, and creating supportive classrooms. Implications for social change include the need for a strong social support system that engenders high expectations for the students and holds students accountable for their academic success.

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Richardson, Sandra Denise. "Junior High School Teachers' Perceptions of Math Instruction for African American Students". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3001.

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A mathematics achievement gap exists between 8th grade African American students and other ethnic groups. Guided by the conceptual framework of constructivism, the purpose of this case study was to examine 8, Grade 8 math teachers' perceptions of factors contributing to mathematical performance gap in their African American students and what instructional strategies can be used to help reduce the achievement gap in southwest Georgia. Data were obtained through interviews and classroom observations and were coded and analyzed using typological analysis, followed by inductive analysis. The results of the data revealed teachers perceived recruiting and retaining African American teachers and providing professional development on the various co-teaching strategies, could help lower the achievement gap between African American students and other ethnic groups in the area of mathematics. Based on the findings, a professional development plan was created which addressed co-teaching, aligning instruction to the needs of African American students' culture, and implementing different instructional strategies in the math classroom. The implementation of this project may contribute toward positive social change by helping teachers support 8th grade African American students' performance in mathematics thus improving math achievement.

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Berry, Bobbie Wilbon. "An investigation of African-American male high school students' perceptions of African-American male vice principals as role models". Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2575.

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This study gathered information on African American male high school students' perceptions of African American male vice principals as positive role models. Respondents were randomly selected African American male students in grades 10, 11, and 12 drawn from comprehensive high schools in the Oakland Unified School District, Oakland, California. To gather and analyze data for the study, two instruments were developed. One instrument was a questionnaire designed for African American male high school students. A second instrument was a questionnaire designed for African American male high school vice principals. In addition to the survey instruments, personal interviews were conducted with a small random sample of African American male students in an effort to gather more in-depth information than could be revealed in the survey instrument. Findings revealed that African American male students generally do not perceive African American male vice principals in their schools as role models. The primary reason given was African American males are most often cast in disciplinary roles and only “do the white man's work.” Despite this finding, African American male students feel a need for, and want, African American males vice principals in their schools. The study further revealed that these students have a strong desire to see African American male vice principals in roles other than disciplinary.

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18

Swanson, Alexis C. "Factors that contribute to the academic success of African American males: Perceptions of African American male high school students". W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618560.

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Much of the literature dedicated to the academic achievement of African American males focuses on failure, obstacles, negative influences and explanations of factors that negatively impact their academic success. This qualitative research study provided an opportunity for African American male students at the high school level to articulate their experiences and speak to the factors that they perceived as contributing to their academic success. The constructs of identity and cultural capital were offered by this researcher as a conceptual framework into the insight of factors that impacted the academic achievement of this student group.;Through interviews, a classroom observation and document review, the perceptions of six African American male seniors from two public high schools located in southeastern Virginia were collected and analyzed. The themes derived from the data showed that these young men were successful due to the support they received from their teachers, parents and peers, their approach to challenging and difficult situations, and the opportunities that they were afforded that led to their use of the educational process to reach their goals and dreams.

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19

Williams, Charlene V. ""On me"| How African American male students in an "urban" high school describe high teacher expectations". Thesis, Lewis and Clark College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728856.

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Research on teacher expectations has given limited attention to the voices of African American males. This study used counterstories to explore how African American male high school students described and experienced high expectations in the classroom. Through focus groups and interviews, twelve African American males shared their experiences, offered insights into how they negotiate through classroom environments with few high expectancy interactions, and made recommendations for how teachers can effectively convey high expectations. Low expectancy interactions left participants feeling intellectually inferior, antagonized, or ignored, while high expectancy interactions fostered hope, high quality work, and synergystic engagement. Findings from this study indicate the participants not only experience bias in teacher expectations, but they assume and expect teachers will generally have low expectations of them until proven otherwise. Participants described paradigms and strategies they employ to navigate these experiences in the classroom. Critical racial consciousness, resistance, resilience, and beliefs about learning were concepts used to analyze their responses. The implications for this study present a “call to action” requiring a shift in professional development, paradigms, pedagogy and institutional practices implemented with relentless intention to facilitate African American male success. Teacher expectation is a lever that creates opportunities and facilitates deeper learning; therefore it is imperative that researchers capture more African American male perspectives and experiences to inform teacher practice.

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20

Houston, Afrika Nsimba. "DECONSTRUCTING THE OREO: AN EXAMINATION OF LANGUAGE AND IDENTITY AMONG AFRICAN-AMERICAN STUDENTS IN A WHITE SCHOOL ENVIRONMENT". OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/667.

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The purpose of this thesis is to elucidate the effects of language ideologies on African-American students' feelings of acceptance and identity in the classroom. For African-American students, the use of African American English is valued for its cultural inclusivity yet is shunned for its lack of linguistic capital in educational settings. This creates an antimony which furthers alienates the home dialect, often African-American English (AAE) from the dominant code, Standard American English (SAE). For this study, 18 African-American students, ages 12-13 were interviewed. Respondents were given a mixed response questionnaire administered in an interview format. The responses were then analyzed using basic statistical analysis. Statistical Power to detect effects was very limited due to small sample size. The results suggest that students valued the use of African American English for personal and home settings but did not find it appropriate for use in school when addressing the teacher. Implications suggest that educators should be ardent about developing an ethno-linguistic culture in the classroom. Teachers and administrators should work to affirm students' home language, where language learning begins, and use this linguistic knowledge in order to propel students forward academically.

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Grieve, Kimberly A. "Urban African American male high school students' educational aspirations for college and the influence of family, school, and peers /". Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1258735643.

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Dissertation (Ph.D.)--University of Toledo, 2009.
Typescript. Submitted as partial fulfillment of the requirements for The Doctor of Philosophy Degree in Higher Education." Bibliography: leaves 96-106.

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Pallotta, Robert. "Factors contributing to African Americans graduating high school". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1509.

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Eatmon, Dedra Malloy Carol E. "Understanding the mathematics success of African-American students at a residential high school". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1105.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment of the requirements of the Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.

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Slaughter, Demetria M. "An examination of substance use and abuse among African American high school students". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/2305.

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This thesis examines substance use and abuse in the context of precipitating factors. In particular, it shows how substance abuse can be triggered by certain variables such as stress. The thesis also shows different "struggles" encountered by African American students that have been found to impact the use of various illicit substances. Additionally, the thesis discusses the role of the church and its impact on the structure of the African American family as it deals with youth and drugs. Drug categories included in this study are cigarettes, alcohol, marijuana and cocaine. The study shows, through an historical perspective, how drugs entered the African American community and why they still remain. The primary data source used was a set of summarized surveys administered to schools from forty states compiled by PRIDE. Recommendations are made for various initiatives and programs designed specifically to aid in reducing substance abuse among African-Americans.

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Elmore, Alyssa Jeannine. "An Exploration of the Educational Experiences of African American Female High School Students". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448298333.

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Howard, Demarius J. "An American Public High School Ethnographic Study| Effectively Preparing African American Male Students for Academic Success". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734191.

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The purpose of this study was to engage in ethnographic research involving Jack E. Singley High School (JESA), which was part of the Irving Independent School District in Irving, Texas and recognized throughout the state as one of its most successful high schools. Singley High School had a population of 1600, with 88% minority students, who continued to exhibit academic achievement. The researcher evidenced specific interest in the performance of African-American male students at Singley, since this academic performance consistently received national recognition. This sub-population had been described as experiencing an ‘achievement gap’. However at Singley, African-American males were succeeding. The researcher explored how this high school was effective in preparing its African American male students for academic success through interviews of individual students who demonstrated the ability to succeed in the academic arena under challenging personal and cultural circumstances.

The results of the study highlighted the importance of collaborative learning in self-efficacy and illustrated the power of student ‘buy in’, when the students could directly relate their academic work to tangible career goals. Increasing, the relevancy of academics and preparing students for life beyond high school afforded clear-cut goals and added value to education, increasing student motivation and student academic success. One of the most surprising insights from this research, for the researcher, had nothing to do with academics, though its positive connection to success was clear. The insight was the gratitude that students vocalized for being accepted as a part of a professional institution and learning the tenets of professionalism, which allowed them to view themselves in a more positive way.

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Wastbrook, Sarah Kathryn. "An exploratory study of the factors associated with the mathematics achievement of six tenth grade African American students". Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/WESTBROOK_SARAH_1.pdf.

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28

Holland, Syreeta R. "A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting". Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751750.

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Research indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race.

The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS.

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Brown, John J. Jr. "A Case Study of School-Based Leaders’ Perspectives of High School Dropouts". Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1580.

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School districts are failing to educate all of America's children. Dropout statistics reveal that almost 7,000 students leave our nation's schools everyday. At this rate 1.2 million students will not graduate on time with their prospective classes. The majority of American male students of African descent are dropping out instead of completing high school. When compared to that of their white peers, the dropout rate of American male students of African descent is significantly higher and the graduation rate much lower. This research examines high school dropouts from the perspectives of school-based leaders in a high school located in a city in a large southern school district. Structured interviews, transcribed with member-checks, were conducted with eight school-based leaders. The data in this qualitative study were used to examine their perspectives of American male students of African descent dropping out of their high school. The researcher maintained a reflective research journal to enhance the data analysis. The study found that the perspectives of the eight school-based leaders were influenced by their past histories with these students; their personal and acquired knowledge of these students, their families, and their communities. They were largely uniformed of the dropout rate and their previous history with these students had an impact on their present level of support to these students.

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30

Ives, Denise Kay. ""We stranded in school" survival literacy through adaptive colorations among high-achieving African American middle school students /". Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Curriculum, Teaching & Educational Policy, 2008.
Title from PDF t.p. (viewed on July 7, 2009) Includes bibliographical references (p. 167-173). Also issued in print.

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31

Washington, Carrie Smith Johnson. "A study of former Negro high school students, teachers and administrators in the Piedmont area of North Carolina". [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0531102-163233/unrestricted/Washington062302.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2002.
Originally issued in electronic format. UMI number: 3083443. Includes bibliographical references (leaves 89-91). Also available via the World Wide Web.

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32

Amah, Ifeoma Ann. "A critical race ecocultural agency theory in education framework (re)conceptualizing African American students' transitions from high school to college /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1722415411&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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33

Conners, Erica E. "Social capital and the intent to graduate among Black and Hispanic high school students /". View online ; access limited to URI, 2006. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/fullcit/3239903.

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34

House, Sheldon Angell Maureen E. "Understanding educational resources and supports hearing the voices of African American high school students /". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196668.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 23, 2006. Dissertation Committee: Maureen E. Angell (chair), Sharon K. Litchfield, Mary M. O'Brian, W. Paul Vogt. Includes bibliographical references (leaves 171-181) and abstract. Also available in print.

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35

Crawford, Yashica Jariece. "Level of voice and self-construal among African-American middle and high school students". [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024846.

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36

Chandler-Melton, Jamiyla. "Factors that Impact African American High School Equivalency (HSE) Students' Pursuit of Higher Education". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2474.

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African Americans account for a disproportionate percentage of students who pursue college education in comparison to European Americans. Indeed, a considerable number of African American High School Equivalency (HSE) students are not enrolling in college once they earn their HSE diploma. The purpose of this qualitative case study was to examine 3 African American HSE students' perceptions about factors that influenced their pursuit of higher education at the selected HSE study site. These 3 students were selected for their inclusion because of their ethnicity, enrollment in the HSE program, academic underpreparedness and lack of pursuit of higher education, and strong feelings to share about the phenomenon under study. The theoretical framework was based on Vygotsky's sociocultural theory of human learning. The research question focused on assessing African American HSE students' lack of pursuit of higher education. Semistructured focus group interview and individual interview data were thematically analyzed using open-coding. Findings revealed that participants believed the lack of high school credentials, family background, intrinsic motivation and educational values, sociocultural influences, teacher and peer influence, and socioeconomic factors impacted their pursuit of higher education. A professional development project was developed based on study findings to provide HSE educators with training on the HSE exam, Common Core State Standards, and best practices to enrich the academic achievement of African American HSE students at the study site. Results have implications for positive social change among African American HSE students by emphasizing the importance of higher education on educational, sociocultural, professional, and personal advancement.

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37

Grice, Benjamin C. "Jailbreak: Examining School Criminalization and the Resiliency of African-American University Students". Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1462522915.

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38

Samuels, Sharon A. "A Comparison Study of the English III/American Literature Success of African American High School Students and That of Students Whose Home Language is Haitian Creole". FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/785.

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The purpose of the study was to compare the English III success of students whose home language is Haitian Creole (SWHLIHC) with that of the more visible African American high school students in the Miami Dade County Public Schools System, in an effort to offer insight that might assist educators in facilitating the educational success of SWHLIHC in American Literature class. The study was guided by two important theories on how students interact with and learn from literature. They are Reader Response Theory which advocates giving students the opportunity to become involved in the literature experience (Rosenblatt, 1995), and Critical Literacy, a theory developed by Paolo Freire and Henry Giroux, which espouses a critical approach to analysis of society that enables people to analyze social problems through lenses that would reveal social inequities and assist in transforming society into a more equitable entity. Data for the study: 10th grade reading FCAT scores, English III/American Literature grades, and Promotion to English IV records for the school year 2010-2011 were retrieved from the records division of the Miami Dade County Public Schools System. The study used a quantitative methods approach, the central feature of which was an ex post facto design with hypotheses (Newman, Newman, Brown, & McNeely, 2006). The ex post facto design with hypotheses was chosen because the researcher postulated hypotheses about the relationships that might exist between the performances of SWHLIHC and those of African American students on the three above mentioned variables. This type of design supported the researcher’s purpose of comparing these performances. One way analysis of variance (ANOVA), two way ANOVAs, and chi square tests were used to examine the two groups’ performances on the 10th grade reading FCAT, their English III grades, and their promotion to English IV. The study findings show that there was a significant difference in the performance of SWHLIHC and African American high school students on all three independent variables. SWHLIHC performed significantly higher on English III success and promotion to English IV. African American high school students performed significantly higher on the reading FCAT.

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Grieve, Kimberly Ann. "Urban African American Male High School Students’ Educational Aspirations for College and the Influence of Family, School, and Peers". University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1258735643.

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Bobby, Kim Renee. "Small school conversion and African-American student academic identity and aspiration /". Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7822.

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41

White, Garrick. "An exploratory study: school social workers' perceptions of effective truancy interventions for African American high school students". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/80.

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This embedded mixed methods study explored school social workers’ perceptions regarding the effectiveness of current truancy interventions, which truancy interventions are most effective in reducing truancy among African American high school students, and what makes the truancy interventions effective. The study population included school social workers from the state of Georgia who had at least one year of school social work practice with African American high school students. The independent variables were parental involvement, professional development for teachers, mentoring, collaboration with community partners and filing truancy petitions with the juvenile courts. To carry out the study, a questionnaire was used to collect the quantitative data and focus groups were facilitated to collect the qualitative data. Descriptive analysis (mean, central tendency) was used to analyze the quantitative data with a paired t-test to determine any significance between the degree of importance and effectiveness of the truancy interventions in general. Discussion was used to analyze the qualitative results of the study. The findings of the study reveal that all of the truancy interventions were generally rated as important and effective truancy interventions. However, mentoring was rated specifically, as the most effective truancy interventions to reduce truancy among African American high school students. Implications for policy and social work practice are discussed.

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42

Grant, David G. "Listening to student voices web-based mentoring for Black male students with emotional disorders /". Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002316.

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43

Tran, Minh Van. "The Schooling of Vietnamese-American High School Students in Oregon: Their Perspectives". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1314.

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Research on the education of Vietnamese-Americans is very limited, and mainstream media continue to project Vietnamese students either as high achievers or gang affiliated (Castro, 1983; Davis & McDaid, 1992). This kind of projection can mask the real issues that Vietnamese students are facing. Based on Cummins' (1979) Contextual Interaction Theory, this study examined the views of Vietnamese-American high school students in Oregon regarding their schooling under four major areas: Community Background Factors, Educational Input Factors, Instructional Treatment, and Student Input Factors. In particular, this study examined factors, within the above four areas, pertaining to the schooling of Vietnamese-American high school students such as parental concerns, peer relationships, language use in the classroom, ESL learning, subject areas, teacher support, first language usage, discipline issues, home/school communication, teacher knowledge about culture, extracurricular activity, drug/alcohol issues, gang affiliation, dropping out, student effort in learning, homework, career planning, and future concerns. A survey of 145 subjects was conducted in the Portland and surrounding high schools. The study was supplemented by two interviews of two unique students: a high-achiever and a high-risk case to illuminate the real life and school experiences they encountered in their schooling. The interviews added a holistic dimension to this study. The survey data were analyzed descriptively, statistically, and inferentially to provide answers for the research questions. The overall conclusion was Vietnamese-American high school students in this sample came from large families with strong family support and value for education. They brought with them a strong motivation for learning. They were committed to school work and put much effort in learning. They reported doing well in mathematics and science. They reported difficulties in English language comprehension, but only one third of them perceived ESL as a strong treatment. Very few were participating in extracurricular activities. Their relationships with American peers were poor. They perceived a good level of staff welcome and support but were not sure about the staffs understanding of their culture. These students showed a respect for school rules, but reported little school/home communication. Many worried about their future. Briefly, their perceptions regarding educational input factors and instructional programs were not as strong as community background factors and students' contributions.

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Pompey, Wanda G. "The recruitment of African-American high school students in the Naval Reserve Officers Training Corps". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA355308.

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Thesis (M.S. in Management) Naval Postgraduate School, September 1998.
"September 1998." Thesis advisor(s): Alice Crawford, Mark J. Eitelberg. Includes bibliographical references (p. 73-74). Also available online.

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Le, Blanc Jordan D. "Helping African American Middle School Students Transition to High School with the New Normal Project| A Grant Proposal". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262697.

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African American students who come from low-income communities and attended underfunded schools are at increased risks of not graduating from high school, an outcome that has negative lifelong implications. Research documents that develop supports for these students increases the likelihood of attaining academic success. The purpose of this project was to write a grant proposal for a community project that Success In Challenges Inc., located in Long Beach, California that can recruit at risk African American students and provide individual, familial, education and community supports. This grant proposal includes staffing, implementation time lines, evaluation, and a budget. A suggested funder is included. Implications for social work policy, practice and advocacy are discussed. The actual submission for funding was not required for successful completion of this project.

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Foerster, Puglisi Laura Noel. "Relationships Among High Achieving Low Socioeconomic Status African-American High School Students, Self-Efficacy, and Extracurricular Physical Activity". Thesis, Notre Dame of Maryland University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13424828.

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Educational inequities and disparities continue in modern day education for African-American high school students and more specifically those of low socioeconomic status (Chavous, Smalls, Rivas-Drake, Griffin, & Cogburn, 2008). Of this group, African-American males have greater challenges with a gender gap when compared to females, in addition to existing academic gaps among their peer groups. This study sought to investigate predictors of success by analyzing the HSLS: 2009 longitudinal dataset. This research took a comprehensive approach to examine the protective factors that are responsible for the academic achievement of African-American high school students of low socioeconomic status. The role of self-efficacy levels on the learner were also examined and were compared with gender as well as a learner’s participation in extracurricular physical activity and its relationship with academic achievement. The literature review includes the links between physical activity and the neurogenesis process, and emotional control that lead to increased academic achievement. These findings are supported not only in the literature review but also through several linear regressions. The researcher found positive academic relationships with increased GPA among extracurricular physical activity as well as students’ self-efficacy levels. Differences between males, females, and later respective peer groups were evident. Results supported all hypotheses and findings should encourage those in education to seek recommended early interventions. Those interventions should include opportunities for extracurricular physical activity and increased opportunities for self-efficacy growth for African-American students.

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Middleton, Dewayne. "A survey of Upward Bound Programs on the achievement of rural high school students". Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-06232008-120222.

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Moore-Thomas, Shawnterra Angelique. "The voices of the disenfranchised: An investigation of the perceptions of African American high school students". Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2384.

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African American students have been suffering from academic failure for years. Various politicians, educators, legislators and government officials have been plagued with finding ways to solve this growing concern. Currently, there is limited research that gives African American high school students the opportunity to converse about the kinds of practices and strategies that will promote their academic progress. Despite past historical devastations like racism, inferior treatment and segregation as well as the dismal statistics that may imply (may be interpreted by some) that Blacks are not as intelligent and as their White counterparts, there are some African American students who are able to articulate their feelings and beliefs about what strategies and practices that help them to maintain success in the classroom. The findings of this study add to the current literature by providing African American high school students the opportunities to communicate their perceptions about the academic process and ways that will promote their achievement. This study utilized a qualitative approach from the perspective of Critical Race Theory; this study took place at one high school in California. Ten participants were interviewed over a period of three months at Rawlings High School (identified by pseudonym). Those interviews were then transcribed, analyzed and categorized by themes. Study findings suggest (1) African American students who are successful in school take full ownership and responsibility for their education; they do not place blame on their teachers or the educational system, (2) Black students want their teachers to have high expectations of them, want teachers to be accessible and available to them, want teachers to be friendly and communicable with them, (3) the research participants know what quality teachers are and note them to be patient, enthusiastic, supportive and who make learning applicable to the real-world, and (4) that most students have never been mistreated by a teacher nor have any bad experiences to share with regard to their race; the few that have encountered acts of discrimination use those experiences to motivate them to be successful.

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Gant, Monica Minor. "Culturally Relevant Collective Responsibility among Teachers of African-American Students in a High Poverty Elementary School". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275159007.

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Zeske, Karen Marie. "Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804960/.

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Many students and their families do not understand the impact of students’ involvement in gifted or advanced academics educational programs and their potentially positive effects and challenges. Nationally African American students are underrepresented in gifted and advanced academics courses in high schools; however, African American students and families often do not advocate for their inclusion in these educational pathways. A survey of literature supporting this study of voices of African American families concerning gifted and advanced academics participation focused on (1) the historical underpinnings for equity and excellence for African American and for gifted and advanced academics learners, (2) how the lack of an agreed upon definition of gifted and advanced academics by the professional field might contribute to the problem, and (3) how African American parents made educational decisions for and with their children, especially concerning college. Employing semi-structured interviews and a focus group, this qualitative case study examined how four students from each of three groups, gifted and talented, advanced academics, and neither, and a representative group of their parents perceived these programs and their children’s involvement in them within the framework provided by a single school district. African American families in this study asked for a partnership to support their children in building resiliency to choose and remain in gifted and advanced academics programs. Students reported that they could access more rigorous coursework if they were supported by mentoring peers, in addition to informed family and educators. The matching intonations and word choices of the children and parents suggested academic success pathways as students carried the voices of their families with them.

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Tesi sul tema "African American high school students – Attitudes"

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