Culturally Responsive Practices that Benefit African American Males

Simple item page
dc.contributor.advisorHutchison, Laveria F.
dc.contributor.committeeMemberWhite, Cameron S.
dc.contributor.committeeMemberMcAlister-Shields, Leah
dc.contributor.committeeMemberBeaudry, Christine
dc.creatorVanwright, Tracy
dc.date.accessioned2018-02-15T17:57:48Z
dc.date.available2018-02-15T17:57:48Z
dc.date.createdDecember 2017
dc.date.issued2017-12
dc.date.submittedDecember 2017
dc.date.updated2018-02-15T17:57:48Z
dc.description.abstractAbstract Background: The National Center for Education Statistics in 2009 and 2011 showed that African American and Hispanic students scored relatively lower than their white peers by an average of more than 20 test-score points on the National Assessment of Educational Progress (NAEP) for 4th and 8th grade mathematics and reading assessments. Resulting from this disparity in achievement, many educators are dedicated to closing the gap between minority students and their white peers. Purpose: The purpose of this study was to investigate the effectiveness of culturally responsive practices in leadership, learning environments, pedagogy and parental/mentor involvement. This study posed the following research questions: 1) How are educators addressing the academic and social needs of African American male students? 2) What is the impact of the strategies used on the literacy achievement of African American male students? and 3) What do the administrators of these students believe it means to achieve in school settings? Methods: Administrators from one suburban school in Southeast Texas served as participants for this qualitative research study. Culturally responsive data from interviews of administrators was used to answer the research questions. To assess the impact of culturally responsive strategies on student achievement, interview data was analyzed utilizing a constant comparative method. Themes revealing what it means to achieve in school settings emerged. Results: The culturally responsive practices of the campus were effective at meeting the academic and social needs of African American male students. Conclusion: Results suggested that the campus administration set high expectations for all students, including the African American male population. Significant parental supports influenced the success of African American male student achievement. Additionally, results suggest that a focus on diversity and opportunity served as a bridge to facilitate improved social relationships between teachers and students.
dc.description.departmentCurriculum and Instruction, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657/2082
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectCulturally Responsive Practices
dc.subjectAfrican American males
dc.titleCulturally Responsive Practices that Benefit African American Males
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentCurriculum and Instruction, Department of
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

Files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
VANWRIGHT-DISSERTATION-2017.pdf
Size:
557.41 KB
Format:
Adobe Portable Document Format
Download

License bundle

Now showing 1 - 2 of 2
No Thumbnail Available
Name:
PROQUEST_LICENSE.txt
Size:
4.43 KB
Format:
Plain Text
Description:
Download
No Thumbnail Available
Name:
LICENSE.txt
Size:
1.82 KB
Format:
Plain Text
Description:
Download

Collections

Published ETD Collection