Elementary Teachers' Experiences of Teaching Culturally Responsive Education to African American Elementary Male Students: A Phenomenological Study

Autor/in	Hamid, Muntasir Rashad
Titel	Elementary Teachers' Experiences of Teaching Culturally Responsive Education to African American Elementary Male Students: A Phenomenological Study
Quelle	(2019), (120 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-8301-1
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Males; African American Students; Academic Achievement; At Risk Students; Culturally Relevant Education; Barriers; Elementary School Students; Urban Schools; Teaching Experience; Faculty Development; Parent Participation; Parent School Relationship; Needs; Classroom Environment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Grundbedürfnis; Klassenklima; Unterrichtsklima
Abstract	One challenging problem that American public education faces today is how to foster academic achievement in elementary age males equal to that of elementary females, with African-American males facing specific academic learning challenges. The problem addressed in this study is that a significant number of African-American males in elementary school struggle academically. The purpose of this qualitative, phenomenological study was to document the lived experiences of elementary teachers teaching culturally responsive education to African American males and the factors that teachers' feel promote and inhibit African-American male students' academic achievement. The sample was 10 elementary teachers in an urban school district in a southcentral state. The data collection instrument was an online qualitative questionnaire asking teachers about their lived experiences of teaching culturally response education to African American males and factors that teachers feel promote and inhibit African American male's students' academic achievement. Findings showed that professional development in culturally responsive education had not been provided by the school district study site. Finding also revealed that educators want more parental involvement to enable African American male student to improve academically and teachers need further support, attempting to recruit parents for all school related activities, to accommodate parents' needs and schedules. Also, many different factors in and out the classroom have positive and negative effects on African American males' academic achievement. A recommendation for further research is to include a larger sample size to include teachers at all elementary schools in a school district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01