dc.contributor.author	Cabbell, Mustapha A.
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	2020-2021	en_US
dc.date.accessioned	2021-08-23T20:10:12Z
dc.date.available	2021-08-23T20:10:12Z
dc.date.issued	2021-07
dc.identifier.other	D3704231-8A26-39B3-41E0-D864F7EE9B74	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4987
dc.description.abstract	To provide stories of how successful Black males made meaning of their educational experiences and offer current students motivation for focusing on their education, I conducted a qualitative study of four successful Black males from an urban area bordering a large southern city. Successful meant earning a college degree. Data collected through using Seidman’s three-phase interview process was transcribed and then analyzed in MAXQDA software using in vivo, emotion, axial, and pattern coding. Sports, relationships, and goal setting were found to be the main reasons for academic success. However, seven themes were constructed from the data and presented as a counter-narrative: succeeding through sports, building relationships with school personnel, setting goals and positive attitudes for success, influencing others to succeed, learning from mistakes, choosing good people, and succeeding through friendships. A discussion of each theme synthesized participants’ experiences to provide ways these Black males perceived their success, to inform educators of beneficial experiences, and to encourage young Black men to finish their education. Institutional racism was experienced and exposed in the counter-narrative. Keywords: Black males, deficit thinking, counter-narrative, in vivo coding, axial coding, pattern coding, institutional racism	en_US
dc.description.tableofcontents	CHAPTER I: INTRODUCTION 1 -- Background of Study 1 -- Statement of Problem 8 -- Significance of this Study 10 -- Research Goals and Questions 12 -- Conclusion 13 -- CHAPTER II: CONCEPTUAL FRAMEWORK 15 -- Personal Experiences 16 -- Identity and Positionality 22 -- Theoretical Framework 24 -- Cultural Deficit Theory 25 -- Critical Race Theory 26 -- Permanence of racism 27 -- Colorblindness 28 -- Whiteness as property. 29 -- Counter-narrative 29 -- Interest convergence 31 -- Social justice 31 -- African American Male Theory 32 -- Literature Review 34 -- Black Leaders for Equity 35 -- W. E. B. Du Bois 36 -- Derrick Bell 37 -- Malcolm X 38 -- Patricia Hill Collins 39 -- Bell Hooks 39 -- Sandy Grande 41 -- Cornel West 41 -- Summary. 41 -- Current Reality 42 -- Dropout or Pushout 45 -- Whiteness and Permanence of Racism 48 -- Characteristics of Success and Culture 51 -- Experiences 54 -- Incorporating Culture 57 -- Eurocentric Worldview 59 -- Afrocentric Worldview as a Strategy 59 -- Conclusion 61 -- CHAPTER III: RESEARCH DESIGN 62 -- Research Questions 62 -- Research Methods 65 -- Research Design: Counter-narrative + Case Study 65 -- Setting and Participant Selection 68 -- Setting. 68 -- Participants 71 -- Research Relationships 75 -- Data Collection 76 -- Data Analysis 80 -- Data Presentation 91 -- Validity 95 -- Conclusion 99 -- CHAPTER IV: BIOGRAPHICAL SKETCHES OF CHARACTERS 101 -- Abjiel 101 -- Ant 109 -- Sting 115 -- Davis 119 -- Narrator 124 -- Conclusion 126 -- CHAPTER V: THE CREW: A COUNTER-NARRATIVE 127 -- Prologue 128 -- The Crew 128 -- Six Years Earlier 129 -- Abjiel’s Mistakes 130 -- Beginning of a Friendship 136 -- Middle School Sports 139 -- People Who Cared 141 -- High School Sports 144 -- Coaching Mentors 149 -- A Bad Experience from Which to Learn 155 -- A Brother’s Mistake 158 -- Plan for Success 164 -- The Crew Grows 167 -- Success is an Attitude 170 -- Friends Forever 172 -- Ten Years Later 173 -- Conclusion 173 -- CHAPTER VI: THEMES AND IMPLICATIONS FROM THE DATA 174 -- Succeeding through Sports 174 -- Building Relationships with School Personnel 178 -- Succeeding through Friendships 181 -- Learning from Mistakes or Difficulties 183 -- Setting Goals and Attitudes for Success 185 -- Choosing Good People 187 -- Influencing Others to Succeed 189 -- Conclusion 191 -- CHAPTER VII: INSTITUTIONAL RACISM EXPOSED 193 -- Systemic Racism 193 -- Microaggressions 196 -- Low Expectations 198 -- Inequalities 200 -- Conclusion 203 -- CHAPTER VIII: CONCLUSION 204 -- Research Questions Revisited 204 -- Further Study 206 -- Limitations 207 -- Final Thoughts 208 -- REFERENCES 210 -- Appendix A: IRB Approval 223 -- Appendix B: Participant Questionnaire 225 -- Appendix C: First Interview Topics 227 -- Appendix D: Second Interview Topics 229 -- Appendix E: Third Interview Topics 231 -- Appendix F: Research Journal 233	en_US
dc.format.extent	1 electronic document, 246 pages. 1951047 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	Racism	en_US
dc.subject	College graduates	en_US
dc.title	From School Pushouts to Graduating College: A Counter-narrative of Highly Educated Black Males	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	Martinez, James
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US