Education Commons^™

Black, Male And Teaching: Exploring The Experiences, Perspectives, And Teaching Practices Of Black Male Teachers, Tyrie Lavyal Fant

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

As America’s K-12 student population continues to become more diverse, it is important that the ethnic background of the teacher population reflect this change. A crucial aspect of this diversification effort includes black male teachers.

The purpose of this study was to explore and examine the experiences and perspectives of African American male K-12 teachers. In doing so, this study would help to tell us more about their identities, teachings and relationships with other educational staff and students. Other secondary focus areas include black male teacher experiences within their educational settings and how black male teachers describe their relationships with …

Experiences Of African American College Graduates, Aundria C. Green

Department of Educational Administration: Dissertations, Theses, and Student Research

The purpose of this study was to explore the reasons that African-American alumni from a historically Black university (HBCU) and a predominantly White university (PWI) chose to attend, remain in, and graduate from college. The central research question was how do African Americans describe their college experiences? The secondary research questions were (a) What led the participants to attend college? (b) What led the participants to persist in college? (c) What led the participants to graduate from college? and (d) How was race described by the participants? Thirty-seven African-American graduates from a historically Black university (HBCU) and a predominantly White …

Effect Of Racial Socialization And Racial Identity In Adolescent African American Males On Academic Achievement, Rasheema Pitt

College of Education and Human Sciences: Dissertations, Theses, and Student Research

This study examined possible influences of racial socialization and racial identity in minority’s academic achievement. Qualitative data sources (in-depth, personal interviews, focus groups, and a survey) were collected from 10 minority students and 8 administrators. In addition, a quantitative survey was used to supplement qualitative data. The researcher established her own set of questions for the interviews and focus groups. The pre-established measures used were the Does Your School Have High Expectations for All Students survey and the School Climate survey.

Thematic and theoretical analyses procedures were used to identify emerging themes and patterns, with particular attention to what minority …

Reclaiming Our Voice: Strengths First-Generation African American Males Use To Succeed In College, Kelly A. Irby

Department of Educational Administration: Dissertations, Theses, and Student Research

The purpose of this study was to add to the small body of literature exploring the successes of African American males in college. In this particular study, I sought to explore the strengths that first-generation African American males perceived as important to their success at a primarily White institution in the Midwest. Personal interviews were utilized to learn which self-identified strengths were important to success in college for each participant. The result was a candid portrait of the difficulties African American males face and an in-depth understanding of the strengths they utilized to overcome difficulties and succeed.

This study explored …

Psychological Nigrescence: An Inclusive Look At The Development Of African American And Hispanic Students At The University Of Nebraska-Lincoln, Jerry L. Washington Jr.

Department of Educational Administration: Dissertations, Theses, and Student Research

The purpose of this study was to determine the similarities and differences between the psychological development of African American and Hispanic undergraduate students at the University of Nebraska-Lincoln. Data were collected to compare, contrast, and identify common trends in the development of African American and Hispanic students. The Nigrescence Model first introduced by William E. Cross in 1971 was administered to a sample of both populations in an effort to determine if the model is applicable to the Hispanic student population. African American and Hispanic undergraduate students identified by the Office of Admissions were surveyed with a response of 144 …