The students in U.S. schools are becoming more diverse. Educators are faced with the task of having to meet the needs of learners from diverse backgrounds. Numerous studies reported finding that the achievement of Black male students was not equal to that of their peers. It was necessary to examine their schooling experience to identify the factors that could help or hinder their academic achievement.
The purpose of this study was to investigate how adolescent Black male students described their eighth-grade schooling experience. The dimensions in the study were designed to measure Black male students' perceptions of Teachers' Caring Behaviors, Teachers' Adherence to Critical Race Theory Practices. Further, this study's dimensions measured students' personal dispositions of Academic Self-Concept, Black Racial Identity, Resiliency, and Self-Regulated Learning in relationship to their eighth-grade grade English language arts and math achievement.
A survey was developed based on the research literature that examined the perceptions of the students. The survey was administered to thirty, ninth-grade Black male students from one high school located in Long Island, New York. Academic achievement was measured using the students' grade eight New York State math and English language arts test scores.
The findings from the study showed that students felt confident in their Academic Self-Concept abilities in English and math. They also reported that they demonstrated Resilient behaviors in English and math. Respondents reported that they needed help in building Self-Regulated Learning strategies in English and math, building their Black Racial Identity, and that their teachers needed assistance in Teachers' Adherence to Critical Race Theory Practices, as well as building stronger relationships in the dimension of Teachers' Caring Behaviors. There were no significant relationships between teachers' ethnicity and the dimensions of Teachers' Caring Behaviors, Teachers' Adherence to Critical Race Theory Practices, students' Academic Self-Concept, Resiliency, Self-Regulated Learning, and Black Racial Identity. The statistical analysis did reveal that students' Academic Self-Concept seemed to be related to Resiliency and Self-Regulated Learning. Also, Teachers' Caring Behaviors was found to be related to Teachers' Adherence to Critical Race Theory Practices.
There were not enough respondents to determine the impact of male teachers influence on student performance. There was no significant difference between students' descriptions of their schooling experiences in English and math. No significant relationships were found between students' English and math scores and Teachers' Caring Behaviors, Teachers' Adherence to Critical Race Theory Practices, students' Academic Self-Concept, Self-Regulated Learning, Resiliency, and Black Racial Identity. There was almost significance between students English language arts score and students' Academic Self-Concept in English and between students' math score and students' Academic Self-Concept in math. There were no predictors for students' math scores and the number of years in the school district was the only predictor of students' English scores. Overall, the findings showed that students' Academic Self-Concept affected their achievement.
|Adviser||Stephanie L. Tatum|
|Subjects||African American studies; Black studies; Middle school education; Multicultural education|
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