Publication Date

12-31-2019

DOI (Digital Object Identifier)

10.26716/redlands/doctor/2019.12

Department

Leadership and Higher Education

Degree

Doctor of Education (Ed.D)

Dissertation Chair

James Valadez, Ph.D.

Committee Members

Philip Mirci, Ph.D.

Greg Hamilton, Ed.D.

Keywords

disengagement, White female teachers, African American male students, cultural mismatch, poverty

Disciplines

Educational Leadership

Abstract

Historically, African Americans have fallen well behind their White peers when it comes to academic achievement, and this persists today. This phenomenological qualitative study examined the perceptions of White female teachers and the academic engagement of their African American male students in an effort to determine if teachers’ perceptions influence students’ classroom performance. This study’s ten participants were teachers from two school districts in Southern California. I conducted interviews with each participant using open-ended questions, and their personal narratives yielded results which indicate that their perceptions of the African American males they are responsible for educating do impact their students’ learning, thus resulting in African American male students’ loss of interest in academics. These results indicate that White female teachers would benefit strongly from multicultural education that could help them relate to their African American students and teach from a culturally responsible pedagogical stance.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Comments

© 2019 Ramona L. Anderson

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