Teachers' Perceptions of Factors That Influence Post-high-school Education Readiness for African American Students in High-Performing High Schools in the Southeast

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dc.contributor.author Hicks, Daffie K.
dc.coverage.spatial United States en_US
dc.date.accessioned 2020-08-05T14:45:13Z
dc.date.available 2020-08-05T14:45:13Z
dc.date.issued 2020-03
dc.identifier.other 7750C2A8-2553-889A-4CB7-BA2880B4590A en_US
dc.identifier.uri https://hdl.handle.net/10428/4302
dc.description.abstract In this qualitative basic interpretive research, I explored teachers and the influence of school culture on male African American students’ mathematics preparation for college. The purpose of this study was to identify strategies and instructional practices used by eight purposefully selected mathematics teachers from two predominantly African American high schools where male students graduated at rates higher than the national average. The ecological systems theory lens was used to illuminate the instructional practices of the teachers as well as the school culture of the high-performing high schools. Data were collected through interviews, documents, and memos and analyzed using coding, categorizing, and reflective writing. Data analysis occurred by using the constant comparative method, which is a process of coding or highlighting emergent themes into divergent and convergent categories. Four conceptual themes, which are the basis of this study, organically emerged from the data: (a) teacher–student relationships, (b) the intersection of race, culture, and mathematics teaching and learning, (c) colorblind rural racism and (d) teacher collaboration to support African American students learning of mathematics. The participants expressed a desire for all teachers to use their unique skills and abilities to have a positive impact on the lives of all students, especially African American males. The research study was not without limitations and further research on the topic was recommended. Key Words: African American male students; intersection of race, culture and mathematics; rural racism; teacher collaboration; classroom communication; high expectation; student–teacher relationships en_US
dc.description.tableofcontents Chapter I: Introduction 1 -- Background of the Research 4 -- Statement of the Problem 6 -- Purpose of the Research 6 -- Research Questions 8 -- Significance of the Research 8 -- Assumptions 9 -- Theoretical Framework 9 -- Methodology 12 -- Definition of Terms 13 -- Organization of the Research 16 -- Chapter Summary 17 -- Chapter II: Literature Review 18 -- Introduction 18 -- Post-high-school Education Readiness: Employment Versus College 22 -- Readiness for Employment 24 -- Readiness for College 27 -- Rural Schools 35 -- Socioeconomic Status and Minority Students 40 -- Parental Involvement and Academic Achievement 42 -- Individual Differences: Self-Efficacy and Self-Engagement 45 -- Self-Efficacy 45 -- Self-Engagement 46 -- School Culture 47 -- Teachers’ Perceptions and Academic Achievement 48 -- The Role of Counselors in the Education of High School Students 49 -- Instructional Strategies for High School Students 54 -- Chapter Summary 57 -- Chapter III: Research Methodology 60 -- Introduction 60 -- Statement of the Problem and Research /Questions 61 -- Research Design 61 -- Site Selection 64 -- Sampling Procedure and Participants 66 -- Limitations of the Research 68 -- Researcher’s Role 68 -- Data Collection 69 -- Interviews 70 -- Documents and Artifacts 73 -- Data Analysis 74 -- Classroom Observations and Research Memos 76 -- Validity and Reliability 77 -- Ethical Procedures 79 -- Chapter Summary 81 -- Chapter IV: Participant Narratives 83 -- Significance of the Research 84 -- Participants’ Narratives 86 -- Anne 86 -- Maria 89 -- Jaime 93 -- Charlotte 96 -- Mary 100 -- Katherine 104 -- Dorothy 107 -- Aristotle 110 -- Chapter Summary 112 -- Chapter V: Discussion of Themes 113 -- Examples of Initial Codes Used to Find Themes and Patterns 113 -- Themes 115 -- Teacher–Student Relationships 115 -- Communication in a Positive Classroom Climate 119 -- High Expectations 123 -- The Intersection of Race, Culture, and Mathematics Teaching and Learning 126 -- Colorblind Rural Racism 132 -- Teacher Collaboration to Support Student Learning of Mathematics 141 -- Chapter Summary 151 -- Chapter VI: Discussion and Conclusion 152 -- Final Discussion Summary 154 -- Research Questions: Answered 155 -- Implications of the Study 158 -- Limitations of the Study 160 -- Recommendations for Future Research 161 -- Final Conclusions 161 -- References 165 -- Appendix A: Statement of Consent 195 -- Appendix B: Informed Consent 197 -- Appendix C: Teacher Interview Questions 200 -- Appendix D: VSU Institutional Review Board Letter 217 -- Appendix E: Superintendent District Approval Letter 219 en_US
dc.format.extent 1 electronic document, 224 pages. en_US
dc.format.mimetype application/pdf en_US
dc.language.iso en_US en_US
dc.rights This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed. en_US
dc.subject African American high school students en_US
dc.subject College preparation programs en_US
dc.subject Culture en_US
dc.subject Dissertations, Academic--United States en_US
dc.subject Education, Secondary en_US
dc.subject High school students en_US
dc.subject High school teachers en_US
dc.subject Intersectionality (Sociology) en_US
dc.subject Mathematics en_US
dc.subject Racism en_US
dc.subject Role expectation en_US
dc.subject Rural schools en_US
dc.subject Teacher-student relationships en_US
dc.subject Teachers en_US
dc.title Teachers' Perceptions of Factors That Influence Post-high-school Education Readiness for African American Students in High-Performing High Schools in the Southeast en_US
dc.type Dissertation en_US
dc.contributor.department Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services en_US
dc.description.advisor Tsemunhu, Rudo E.
dc.description.committee Pate, James L.
dc.description.committee Siegrist, Gerald R.
dc.description.degree Ed.D. en_US
dc.description.major Education en_US

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