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dc.contributor.author Chapman, Rotonda
dc.date.accessioned 2019-11-15T20:00:59Z
dc.date.available 2019-11-15T20:00:59Z
dc.date.issued 2019-06-26
dc.identifier.uri http://hdl.handle.net/10211.3/214198
dc.description.abstract When we look at the perceptions of African American male students from elementary school and beyond, what do we think of? Some may think of the low-performing African American male student who are “defiant” and not interest in learning. The reality is that there are many African American males who are high achieving and highly motivated but unfortunately there are factors that reflect the prior perception of African American males that include their racial identity and their academic achievement. So, how do some African American males become high achieving students and manage to succeed in school despite similar challenges? The deficit model has long been utilized to explain the reasons why some African American male students are underperforming in urban public schools to counteract this, I sought to understand how some young African American male students with a positive racial identity navigate within an urban elementary school setting. I looked at the some of the factors that the current research suggests effect many African American male students. I then focused on some of the influences that helped other African American males to achieve in school. Lastly, I discussed my data results and the emerging themes that highlighted the role of the village collective and how the adults instilled the history of ancestral sacrifices through explicit teachings. The second section examined how these young African American male students interpreted these teachings of the village collective through their self-identity and academic aspirations.
dc.description.sponsorship Department of Educational Leadership for Social Justice
dc.format.extent xii ; 120 p.
dc.subject Educational leadership
dc.subject.lcsh African American boys -- Education
dc.subject.lcsh School children
dc.title High Achieving and Highly Motivated African American Male Students with Positive Racial Identity Navigate an Urban Elementary School: A Village Collective
dc.type Dissertation
dc.date.updated 2019-11-15T20:00:59Z
dc.language.rfc3066 en
dc.contributor.primaryAdvisor Haas, Dr. Eric
thesis.degree.name Doctor of Education
thesis.degree.name Doctorate in Educational Leadership for Social Justice
dc.contributor.committeemember Harris, Dr. Margaret
dc.contributor.committeemember Bradshaw, Dr. Debbie


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