dc.contributor.author	Conner, Joanna L.
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2021-08-23T18:38:20Z
dc.date.available	2021-08-23T18:38:20Z
dc.date.issued	2021-03
dc.identifier.other	149FF4DC-E904-DE9B-48E7-E26A26AE8773	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4986
dc.description.abstract	This narrative inquiry was designed to understand how Black male students made sense of experiences with White female teachers, to expose educational hindrances, and to provide White female teachers ideas to better educate Black males. Three interviews were conducted with each of five Black males in an urban metro area. One interview was conducted with each of three White female teachers to add context. Interviews were transcribed and analyzed. Data was presented as a narrative profile of each Black male participant. Findings, reported as themes after in vivo and focused coding, included building positive relationships, embracing cultural responsiveness, learning from others, and working to reach ALL students. A discussion of each theme concluded the study to help teachers provide a classroom environment suited to more effectively educate Black males. Keywords: narrative profile, in vivo coding, focused coding, cultural responsiveness.	en_US
dc.description.tableofcontents	Chapter I: Introduction 1 -- Statement Of The Problem 2 -- Goals Of The Study 5 -- Conclusion 7 -- Chapter Ii: Conceptual Framework 8 -- Personal Experience And Thoughts 8 -- Theoretical Framework 12 -- Literature Review 18 -- Statistical Presence In Education 21 -- Beyond The Numbers 23 -- Critical Race Theory-informed Research 25 -- Permanence Of Racism 25 -- Persistence Of Stereotypes 27 -- Whiteness Of America’s Schools 28 -- Microaggressions 30 -- Black Culture 31 -- Impact Of Cultural Differences 35 -- Strategies From Research 39 -- Culturally Responsive Teaching 39 -- Recognizing And Rejecting Whiteness 43 -- Summary 47 -- Conclusion 48 -- Chapter Iii: Narrative Inquiry 49 -- Research Questions 49 -- Research Methods 50 -- Research Design 50 -- Setting And Participant Selection 54 -- Setting 54 -- Participants 56 -- Research Relationships 59 -- Data Collection 61 -- Data Analysis 66 -- Data Presentation 75 -- Summary 77 -- Validity 78 -- Conclusion 83 -- Chapter Iv: Participant Introductions And Narrative Profiles 84 -- Black Male Participants 84 -- Anthony 85 -- Meet Anthony 85 -- In His Words 87 -- Reflection 110 -- Brian 111 -- Meet Brian 111 -- In His Words 113 -- Reflections 123 -- Johnny 124 -- Meet Johnny 124 -- In His Words 125 -- Reflection 139 -- Chad 140 -- Meet Chad 140 -- In His Words 141 -- Reflection 156 -- Manny 157 -- Meet Manny 158 -- In His Words 158 -- Reflection 162 -- Summary 163 -- White Female Teachers 163 -- Ms. Louis 163 -- Ms. Fitts 164 -- Ms. Mady 165 -- Data From Teachers 166 -- Summary 170 -- Conclusion 170 -- Chapter V: Discussion Of Themes 172 -- Building Positive Relationships 173 -- Embracing Cultural Responsiveness 178 -- Understand The Family Role 179 -- Support Music And Sports Dreams 182 -- Recognize Differential Treatment 186 -- Expect Greatness 189 -- Summary 192 -- Learning From Others 192 -- Listen To Students 193 -- Get To Know Students Personally 195 -- Collaborate With Teachers 198 -- Summary 199 -- Working To Reach All Students 199 -- Use Data For Decisions 199 -- Incorporate Interests And Experiences 201 -- Advocate For Children 205 -- Summary 207 -- Conclusion 208 -- Chapter Vi: Cross Case Analysis 209 -- Building Positive Relationships 211 -- Embracing Cultural Responsiveness 214 -- Role Of Family 215 -- Music And Sports At The Core Of Their Memories 217 -- Different Treatment 218 -- Low Expectations 219 -- Summary 221 -- Learning From Others 221 -- Students Unheard 221 -- Know Students Personally 223 -- Elementary Was Lit With Good Teachers 224 -- Summary 225 -- Working To Reach All Students 225 -- Continuous Bad Grades 226 -- Interests And Experiences 227 -- Fight For Children 228 -- Summary 230 -- Conclusion 230 -- Chapter Vii: Conclusion 231 -- Research Questions Revisited 232 -- Limitations 234 -- Further Study 235 -- Final Thoughts 236 -- References 238 -- Appendix A: Participant Questionnaire 247 -- Appendix B: IRB Approval 249 -- Appendix C: Interview Questions For Black Males 251 -- Appendix D: Teacher Interview Questions 255 -- Appendix E: Characteristics Of An Effective Female Teacher 257	en_US
dc.format.extent	1 electronic document, 273 pages. 2084520 bytes.	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	Dissertations, Academic--United States	en_US
dc.subject	African American men	en_US
dc.subject	Women teachers, White	en_US
dc.subject	Culturally relevant pedagogy	en_US
dc.title	A Narrative of African American Males Taught Mostly by White, Female Educators	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the James L. and Dorothy H. Dewar College of Education and Human Services	en_US
dc.description.advisor	Schmertzing, Richard W.
dc.description.committee	Schmertzing, Lorraine
dc.description.committee	James, Christine
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US