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Type of Document Dissertation Author Taylor, Althea Cogdell, Author's Email Address actaylor@wcpss.net URN etd-04292005-114314 Title Improving the Academic Achievement of African American Males: A Case Study of African American Male Perceptions of Attempted Instructional Strategies Degree Doctor of Education Graduate Program Educational Administration and Supervision Advisory Committee
Advisor Name Title Dr. Paul Bitting Committee Chair Keywords
- Instructional Strategies
- African American male students
Date of Defense 2005-03-25 Availability unrestricted Abstract ABSTRACTTAYLOR, ALTHEA COGDELL. Improving the Academic Achievement of African
American Males: A Case Study of African American Male Perceptions of Attempted
Instructional Strategies. (Under the direction of Paul Bitting.)
Numerous studies in the educational literature have reported the concern educators
and community members have over the achievement gap between African American and
white males. African American males currently score below white Americans on most
standardized tests. Research has shown that this gap leads to serious negative consequences
for African American males, such as suspensions, nonpromotions, school dropout,
unemployment, crime, and incarceration. More effort is needed to improve these students?
academic performance.
Existing studies involved programs that focused in academic achievement. In this
qualitative study, the researcher explored the African American male students? perceptions
of instructional strategies used in the classroom and whether those strategies influenced their
academic needs. The case study focused on factors that influenced improved academic
achievement in African American males by examining the students? perceptions of
instructional strategies, teachers? instructional beliefs, and comparing the similarities and
differences to those in the current literature. Data were obtained through interviews and
observations of 12 African American males, 2 teachers, and school administrators in a
middle school.
Findings revealed that the middle-school-aged African American males preferred
lessons that were related to their real-life experiences and to their future. The more fun and
stimulating the lessons, the greater their interest in learning. Family members, role models,and teachers had the greatest influence on students? motivation to learn. These findings
support the need for staff development that includes extrinsic and intrinsic motivation.
Teachers need to understand the value that encouragement can bring to African American
males, and, as significant, teachers must understand the males themselves?what their needs
and concerns are, and how to motivate them.
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