An Analysis of Teacher Perceptions of African American Boys' Educational Status in a Rural School Setting

Autor/in	Bruton, Chantrell Anita
Titel	An Analysis of Teacher Perceptions of African American Boys' Educational Status in a Rural School Setting
Quelle	(2012), (165 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2672-7741-1
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Males; African American Teachers; Teacher Attitudes; Rural Schools; Academic Achievement; Best Practices; Barriers; Case Studies; Personal Narratives; Constructivism (Learning); Beliefs; Interviews; Questionnaires; Observation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulleistung; Case study; Fallstudie; Case Study; Erlebniserzählung; Belief; Glaube; Interviewing; Interviewtechnik; Fragebogen; Beobachtung
Abstract	African American boys are the lowest achieving academic group in public schools. Current research has delved into why this occurs and into implications for African American boys and communities. However, current research has focused on this in urban populations and has not looked at length at the status of African American boys in rural populations. The purpose of this study was to examine the educational status of African American boys who are 5 to 11 years old from the perspective of the African American teachers who educate them. The key research questions focused on what African American teachers perceived are the best practices and hindrances to the achievement of African American boys. Constructivist theory served as a conceptual framework because it supports the critical role of finding meaning through case studies and narratives. The researcher used case studies and narratives to gather perceptions and beliefs from four African American teachers. Data were analyzed using coding to find similar themes throughout teacher interviews, qualitative questionnaire responses, and classroom observations. Results indicated that African American boys were seen as making little academic progress. Educational stakeholders were viewed as needing to spend more time with African American boys. Additionally, teachers felt that non-African American colleagues need cultural sensitivity training. Educational stakeholders would be interested in the findings to improve the academic success of African American boys. Positive social change could be achieved by implementing changes recommended by teachers that increase African American boys' chances of academic success and limit the hindrances that African American boys encounter. [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	2017/4/10