University of Southern California Dissertations and Theses

The plight of African American males in urban schools: a case study

(USC Thesis Other)

The plight of African American males in urban schools: a case study

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content AFRICAN AMERICAN MALES IN URBAN SCHOOLS

1

THE PLIGHT OF AFRICAN AMERICAN MALES IN URBAN SCHOOLS
A CASE STUDY

By

Kay L. Stephens

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2017

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

2
Dedication
This dissertation is first of all dedicated to my Heavenly Father for giving me the strength
and desire to pursue this course. I owe my success to You because of all the inspiring people
You placed along my path. Dr. Jones is one such person who advised me to take this journey
one day at a time. I thank all the well wishers who supported me along the way.
I also dedicate this dissertation to my children who said to me when I received my
master’s degree, “One day I want to be able to call you Dr. Mom.” Those words have remained
with me since the year 1998, and your gentle but consistent nudges kept me on track. I thank my
daughter, Shelby, cousin, Jackie, and neighbor, Charles for assisting me with the technological
aspects of this dissertation. God knows I would have spent many more hours on technology
without your support. Your expertise sped the writing process along. I appreciate your patience
and guidance in helping me to reach my goal of attaining a doctoral degree.

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

3
Acknowledgements
As I began this journey in August of 2014, I was totally unaware of what lie ahead.
Those who accompanied me along the way are deserving of this acknowledgement.
To my neighbors, Vernia and Norval, I would like to extend my gratitude for your being
my first means of support in telling me I could accomplish this task, and for being available to
accompany me during my initial visit to the University of Southern California as a doctoral
student. I also would like to thank Anthony Tredway for his countless hours of data support.
Your relentless help and ongoing encouragement inspired me to persevere.
To Dr. Christine Mendoza, I owe my gratitude for trusting in me and for supporting my
efforts. You will be remembered as the professor who displayed faith in my ability to see this
doctoral program to the finish. Dr. Maria Ott is also truly deserving of this acknowledgement as
one who believed in me and encouraged me to fight on when I really wanted to surrender. Your
continued feedback and support were priceless. To you I owe my gratitude.
A final thank you is extended to Dr. Stuart Gothold for allowing me to switch to his
dissertation group and for being my dissertation committee chair. Your expectations and
guidance through this dissertation process have been valuable tools for me to succeed. As the
third member of my dissertation committee, I want to take this opportunity to also thank Dr.
Dennis Hocevar for agreeing to join our group of committee members. Your guidance and
support made my graduation as a doctoral student a reality.

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

4
Table of Contents

List of Tables 6
List of Figures 7
Abstract 8
Chapter One: Overview of the Study 10
Statement of the problem 11
Purpose of the Study 12
Research Questions 12
Significance of the Study 13
Methodology 14
Assumptions 14
Limitations 14
Delimitations 14
Definition of Terms 15
Organization of the Study 20
Chapter Two: Review of the Literature 22
Historical Perspective 22
Factors that Impact the Achievement of African American Males 26
Leadership 27
Instructional Practices and Cultural Sensitivity 28
Promising Practices 30
Parental and Family Involvement 33
Theoretical Framework and Models 35
Summary 38
Chapter Three: Methodology 41
Research Questions 42
Research Design 43
Conceptual Framework 43
Population and Sample 46
Instrumentation 47
Surveys 48
Interviews 49
Observations 51
Documentation Review 52
Data Collection 53
Validity and Reliability 55
Data Analysis 55
Summary 56
Chapter Four: Results 57
Research Questions 57
Methodology 58
Participants 58
Background of the Recovery Academy 59
Initial Contact with the Recovery Academy 62
Data and Findings by Research Questions 63
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

5
Research Question One 63
Summary of Findings for Research Question One 67
Research Question Two 68
Summary of Findings for Research Question Two 72
Research Question Three 72
Summary of Findings for Research Question Three 75
Emergent Themes 76
Culturally Relevant Support to Engage African American Male Students 76
Motivation and Encouragement Embedded in Instructional Practices 77
Teachers Being Well Equipped to Maximize Learning Opportunities 77
The Need for Students to Feel Valued by Their Teachers 77
Administrative Provision of Support PD Opportunities 78
Summary 78
Chapter Five: Discussion 80
Purpose, Significance, and Methodology 80
Discussion of Findings 81
Implications for Practice 83
Recommendations for Research 83
Conclusions 85
References 87
Appendix A: Survey Protocol 92
Appendix B: Information/Fact Sheet for Non-Medical Research 94
Appendix C: Observation Protocol 96
Appendix D: Documentation Review 98
Appendix E: Interview Protocol 100

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

6
List of Tables
Table 1: Educator Training and Experience 59
Table 2: 11
th
and 12
th
Grade Students’ GPA 61
Table 3: Question 1 Survey Results 64
Table 4: SBAC Test Results for African American Students 70
Table 5: Survey Results for Question Two 71
Table 5: Survey Results for Question Three 74

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

7
List of Figures
Figure A: Critical Race Theory Conceptual Model 45

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

8
Abstract
This qualitative study was designed to examine outperforming urban schools in which
African American male students demonstrated academic success. Nationally, however, there
exists a gap in achievement in urban school settings that persists between African American
males and their peers. The purpose of this study was to describe programs, practices, and
processes that were provided for African American male students in outperforming urban
schools. Data collection was conducted via surveys and interviews of instructional staff,
document analysis, and classroom and campus observations. These data were triangulated to
determine perceived impacts of stakeholders on the achievement of African American male
students.
The research questions for this study were as follows:
1. What instructional practices exist at outperforming schools with high-achieving
African American males?
2. What programs exist in outperforming urban schools with high-achieving African
American males?
3. How does the leadership in outperforming urban schools create and foster a
climate of high achievement for African American males?
Findings from this study indicated that the high-achievement of African American males was
fostered by those in leadership positions at the Recovery Academy. The leadership functioned as
a partnership where each member shared leadership responsibilities. The themes that emerged
from this study were culturally relevant support to engage African American male students,
motivation and encouragement embedded within instructional practices, teachers being well
equipped in order to maximize learning opportunities for African American males, and
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

9
administrator’s provision of support for ongoing professional development.

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

10
CHAPTER ONE: OVERVIEW OF THE STUDY
The importance of relationships and teamwork can never be underestimated because of
their value in building great people and products (Bolman and Deal, 2013). This idea has
manifested itself in the positive impact some urban schools are having on the academic
achievement of African American male students. Some urban school practices, however, are not
yet penetrating the educational domain of all students, and repeated failure over time has created
an achievement gap between African American males and their peers that can be difficult for
students to overcome (Edyburn, 2006). Urban schools are faced with the challenges of high
poverty, discrimination, crowding in classrooms, poor student achievement, deplorable facilities,
less experienced teachers, and the low morale of their teaching staff. These challenges present
substantial obstacles to equal educational opportunities in our nation’s educational system.
According to public testing data, poor and minority students are performing at an
unacceptably low level, and the performance gaps of African American students have basically
remained unchanged since the 1950s (Roach, 2001). With our nation being as powerful as it is,
it is unthinkable that a great number of African American males are not graduating with a regular
diploma, and that an even greater number of these same students experience a high rate of
incarceration and sometimes death. More has to be done to change this trend. The African
American male student is in dire need of support if they are to succeed in life both academically
and socially. Some of these students are clueless, and they need the necessary tools to make
better choices in life (Bolman and Deal, 2013). According to Bolman and Deal (2013), the
human resource framework focuses on what humans can do to serve, support, and empower one
another to achieve a certain level of success. Bolman and Deal (2013) also suggested that “to be
clueless means to not know what is going on, but think you do, and you do not see better choices.
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

11
So you do more of what you know, even though it is not working” (p. 5). This paradigm has
followed the African American male students, and the commitment should be to liberate these
students into realizing that there is always more than one way to respond to the problems or
dilemmas plaguing them on a daily basis. To assist with this issue, urban schools are being
admonished to meet the ever increasing demands of educating our diverse student population and
to raise student achievement to an acceptable level (Darling-Hammond, 2000).
Abraham Maslow expressed the needs of these students as the same needs that every
person has, and these needs include a “hierarchy of emotional needs from basic safety, shelter,
and sustenance to the desire for respect, satisfaction, and a sense of accomplishment” (Bolman
and Deal, 2013, p. 122). This message correlates with the Critical Race Theory (CRT) in that it
seeks to understand the assumptions about racial matters and cultures that continue to inform our
schools. Addressing the issues of this diverse population of students applies pressure on school
leaders to examine the practices, programs, and leadership at their schools to improve the
academic success of minority students.
Statement of the Problem
There exists an achievement gap among African American males and their peers in some
urban school settings. Yet there are other urban schools that have been identified as exemplary
in the areas of academic success for African American males. These exemplary schools have
sought to build character in African American students and to provide them with a motive for
seeking higher education as well as productive careers in order for these students to make a
positive impact on society.
Positively impacting the achievement of African American students has been achieved by
outperforming schools in spite of the economic, cultural, and environmental barriers that may be
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

12
present. Existing research identifies some of the factors attributed to positively impacting
student academic success (Darling-Hammond, 2000). Class size, teacher preparation, and
teacher qualifications are considered correlates of student achievement in math and reading.
More needs to be known, however, about the instructional practices, programs, and the
leadership in outperforming schools that create and foster a climate of high achievement for
African American male students. Examining the roles schools play in the success of African
American males and the roles stakeholders play in their academic achievement is crucial to
understanding how these schools have exceeded the expectations over a period of time. The
outcomes from this research study contributed to the research that supports the improvement of
lower performing urban schools.
Purpose of the Study
The purpose of this study was to determine what programs, practices and processes were
provided for African American male students in outperforming urban schools that positively
impact student achievement. A case study approach was utilized to examine a specific school
that has continually surpassed its expectations regardless of the barriers associated with poverty
and other impacts on the African American male student.
Research Questions
The study that the researcher conducted was designed to answer the following questions:
1. What instructional practices exist in outperforming urban schools that have
high-achieving African American male students?
2. What programs exist in outperforming urban schools that have high-achieving
African American male students?
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

13
3. How does the leadership in outperforming urban schools create and foster a climate
of high achievement for African American male students?
Significance of the Study
A significant element of this study was to provide comprehensive data that identified
the instructional practices of an outperforming urban school. This outperforming school
generated high academic achievement for African American male students. The qualitative case
study allowed teachers and staff to tell their story and to explain how their school exceeded its
expectations in preparing African American male students for high academic achievement. The
information can be evaluated and disseminated to less performing schools in order to benefit
their students (Merriam, 1998).
Policymakers can also benefit from this case study as they gain knowledge that can lead
to the seeking and adoption of programs and policies that will help bridge the achievement gap
between African American students and their peers. Policy investments in the quality of teachers
can transfer to improvement in student performance. The policymakers must continue to push
students towards academic excellence in order for students to remain competitive, and data
gained from this case study can become the apparatus by which to do so.
When the study was completed, the researcher concerned with leadership practices at the
school site gained a better understanding through the data collection process regarding the
leadership, school climate, staff development and preparation, and the programs that are in place
in the outperforming urban school. School leaders have the accountability to implement
strategies that will increase the academic performance of students, and the result of this case
study provided methods to facilitate this process.
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

14
The information for this study was gained through the use of interviews, surveys, and
observations, as a method of triangulation to ensure depth and reliability (Maxwell, 2013). The
responses to interview and survey questions were not coerced, but were instead freely provided.
Methodology
This qualitative study provided rich data through the use of surveys and interviews of
instructional staff, document analysis, and classroom and campus observations. These data were
triangulated to determine perceived impacts of stakeholders on the achievement of African
American male students.
Assumptions
The assumptions surrounding this study were that all participants were aware of the
purpose of this study, and that all responses given in the surveys and interviews were provided
freely and honestly. It was further assumed that the participants had knowledge of the programs
and practices that help to support the achievement of African American male students.
Limitations
The case study was conducted at a rigorous, college preparatory urban school for 11
th-
13
th

grade students who often began the school year several grade levels below proficiency. The
school serves students who are economically and academically underserved. The subjects for
this study were those who agreed to participate voluntarily, and the validity was limited to the
instruments used to conduct the study.
Delimitations
The delimitation of the study resulted from selecting a school that met the criteria for
studying the performance of the African American male students of an individual school. The
subjects for the study included administrators, counselors, teachers, parents, and classified
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

15
personnel. This further delimited the study as did the study instruments the thematic research
team designed to focus on the instructional practices, programs, and leadership at the school
which fosters a climate of high achievement for African American male students.
Definition of Terms
 Academic Achievement. A benchmark of academic progress that has become an
educational touchstone since the passage of the federal No Child Left Behind Act
(NCLB) of 2001. It requires educators to formally define how their jobs and programs
impact students’ academic growth and contribute to overall school success.
 Accountability. A working theory that calls for information to be used that will help
educators and state officials detect educational problems at the school level and improve
academic performance of all students.
 Achievement Gap. A disparity in educational achievement and attainment among
groups of students that is determined by a standardized measure.
 Barriers. Obstacles that bar advancement or access; something that hinders progress.
 California Department of Education (CDE). The governing body for public in the
state of California (www.cde.ca.gov).
 California High School Exit Exam (CAHSEE). A high school test for students to
demonstrate competency in grade-level skills in reading, writing, and mathematics to
earn a high school diploma.
 Common Core State Standards (CCSS). A set of rigorous academic standards in
English Language Arts and Mathematics developed by a consortium of national
representatives and adopted by the majority of states (www.corestandards.org).
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

16
 Conceptual Framework. A network or a “plane” of linked concepts. A conceptual
framework is an analytical tool with several variations and contexts. It is used to make
conceptual distinctions and organize ideas. Strong conceptual frameworks capture
something real and do this in a way that is easy to remember and apply.
 Critical Race Theory (CRT). A theory developed out of a legal scholarship. It
provides a critical analysis of race and racism from a legal point of view. CRT has basic
tenets that guide its framework, and it recognizes that racism is engrained in the fabric
and system of the American society. The individual racist need not exist to note that
institutional racism is pervasive in the dominant culture. This is the analytical lens that
CRT uses to examine existing power structures. CRT identifies these power structures as
based on white privilege and white supremacy, which perpetuates the marginalization of
people of color.
 Culture. The conglomeration of beliefs, attitudes, behaviors, traditions, values, norms,
and myths deeply ingrained in the very core of an organization.
 Equal Educational Opportunities (EEOA). An act that became effective August 21,
1974. It is a federal law of the United States that prohibits discrimination against faculty,
staff, and students, including racial segregation of students, and it requires school districts
to take action to overcome barriers to students’ equal participation. It is one of a number
of laws affecting educational institutions including the rehabilitation Act (1973),
Individuals with Disabilities Act (IDEA), and the Americans with Disabilities Act
(ADA).
 Four Frames. Four distinct frames offered by Lee Bolman and Terrence Deal that can
be attributed to leadership traits. Included in these four frames are the following:
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

17
1. Human Resource Frame – seen as an organization much like an extended family
with basic needs, feelings, biases, skills, and limitations.
2. Political Frame – sees organizations as arenas or contests where different interests
compete for power and resources.
3. Structural Frame – emphasizes goals, specialized roles, and formal relationships.
4. Symbolic Frame – draws on the social and cultural anthropology and treats
organizations as tribes, theatres or carnivals. It sees organizations as cultures,
propelled by rituals, ceremonies, stories, heroes and myths rather than by rules,
policies and managerial authority.
 Grade Level. A level of ranking; the ability to achieve the required standards.
 High Performing. Performing at a position above some plane of reference.
 Higher Education. Post-secondary education or third level education that is an optional
final stage of formal learning that occurs after secondary education.
 Human Resource Frame. A frame based on ideas from psychology. This frame sees an
organization as an extended family, inhabited by individuals who have basic needs,
feelings, biases, skills, and limitations.
 Instructional Leadership. The things leaders do that improve the teaching and learning
at their school sites.
 Low Performing. Performing at a position below some plane of reference.
 Minority Student. A person having origins in any of the black racial groups in Africa; a
person of Spanish or Portuguese culture with origins in Mexico, South or Central
America, or the Caribbean Islands, regardless of race; a person with origins in any of the
original peoples of the Far East, Southeast Asia, the Indian subcontinent, including
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

18
Pakistan, and the Pacific Islands (including among others, Hawaii, Melanesia,
Micronesia, and Polynesia); or a person who is a member of a federally or state
recognized Indian tribe, or whose parents or grandparents have such membership,
including the native people of Alaska.
 No Child Left Behind (NCLB). This piece of legislation was signed by President
George W. Bush to reauthorize the ESEA of 1965. The goals for NCLB were to close
the achievement gap through standards-based education, accountability and assessment,
improving literacy, expanding flexibility and reducing bureaucracy in federal funding,
reducing failure through rewards and consequences, promoting parent choice through
informed decision making, improving teacher quality and increasing student and school
safety.
 Productive Career. A career marked by abundant production or achievement.
 Proficiency. The quality of having great facility or competence; well qualified
physically or intellectually.
 Reliability. The extent to which other researchers would arrive at the same or similar
results if the study was to be replicated.
 Restorative Justice. Restorative Justice is a promising practice that emphasizes the need
to repair the harm done to crime victims through a process of negotiation, mediation,
victim empowerment, and reparation. This practice began in Canada in the mid 1970s,
and it provides options for the offenders often with input of the victims. It impresses on
the offender the destructive aspects of the crime, and urges the offender to accept
responsibility for the offence through meeting the victims, and making amends to them,
their family, and the community.
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

19
 School Accountability Report Card (SARC). Annual information provided by public
schools in California about themselves to the community, allowing the public to evaluate
and compare schools for student achievement, environment, demographics, and resources
(www.cde.ca.gov).
 School Climate. Refers to the quality and character of school life. School climate is
based on patterns of students’, parents’ and personnel’s experience of school life and
reflects norms, goals, values, interpersonal relationships, teaching and learning practices
and organizational culture.
 Single Plan for Student Achievement (SPSA). A comprehensive school document that
involves the collection and analysis of student performance data, setting goals for
program improvement, and ongoing monitoring of the goals and results
(www.cde.ca.gov).
 Smarter Balanced Assessment Consortium (SBAC). A state-let consortium
developing assessments aligned to the Common Core State Standards in English
Language Arts and Mathematics that are designed to help prepare all students for college
and careers (www.smarterbalanced.org).
 Standardized Testing and Reporting (STAR). The STAR Program examines how well
schools and students are performing. Students take tests in reading, writing, math,
science, and history. Parents and teachers can use the test data to improve student
learning (www.cde.ca.gov).
 Success. A favorable or desired outcome; the attainment of wealth, favor, or eminence.
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

20
 Theoretical Framework. The structure that can hold or support a theory of a research
study. The theoretical framework introduces and describes the theory that explains why
the research problem under study exists.
 Triangulation. A research strategy that utilizes multiple data collection methods, data
sources, analysis, and theories to confirm the validity of findings.
 Urban. Of or having to do with cities or towns. Some characteristics associated with
schools located in urban areas include high poverty rates, a highly diverse student
population, and a high turnover rate among classroom teachers.
 Underachieving. Performing below the expected capacity.
 Validity. Pertains to the accuracy of the study and the study’s ability to actually measure
what was intended to be measured. Using multiple data collection methods, data sources,
analysis, or theories will help to ensure the validity of the findings.
 Western Association of Schools and Colleges (WASC). One of six official academic
bodies responsible for the accreditation of public and private universities, colleges,
secondary and elementary schools in the United States and foreign institutions of
American origin.
Organization of the Study
In Chapter 1, the researcher presented the introduction, the statement of the problem, the
purpose of the study, the research questions to be answered, the importance of the study, a brief
description of the methodology, the limitations, delimitations, and the definitions of terms.
In Chapter 2, the researcher presented a review of relevant literature, addressing the
following topics:
 Historical Perspective
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

21
 Factors that Impact the Achievement of African American Males
 Theoretical Framework and Models
In Chapter 3, the researcher presented the research design, the subject population,
the sampling procedure, and the methodology used in the study. Also presented were the
instruments and their selection as well as information on validity and reliability. A description of
the data collection procedures was included, along with the data analysis plan.
Chapter 4 presented the results of the study, and Chapter 5 discussed and analyzed the
results which culminated in conclusions and recommendations for further research.

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

22
CHAPTER TWO: REVIEW OF THE LITERATURE
Some successful urban school practices are not penetrating the educational domain of all
students, and repeated failure over time has created an achievement gap that can be difficult for
students to overcome (Edyburn, 2006). The achievement gap between African American boys
and their peers persists, yet some urban schools within the United States are being classified as
high-performing, and these schools are making a positive impact on the achievement of African
American boys. What programs and practices at these high-performing schools generate this
level of achievement, and how can these practices be transferred to other low-performing urban
schools to better educate students towards a higher level of achievement?
This review of literature traced the history of root causes for the problem described, and it
identified practices that impact the achievement of African American boys in the nation’s urban
schools. The emergence of public reporting of students’ testing results demonstrated
achievement data that placed poor and minority students at an unacceptably low performance
level (Roach, 2001). To address this issue, accountability measures that affect student learning
and school practices were examined. This review of literature also summarized research that
exists regarding leadership and educational practices, teacher perceptions, family involvement,
expectations, and the respect or lack thereof for diversity.
Historical Perspective
“I would at times feel that learning to read had been a curse rather than a blessing.
It had given me a view of my wretched condition, without the remedy.
It opened my eyes to the horrible pit, but offered no ladder upon which to get out.”
Frederick Douglas—From the Life of a Slave

According to the 1847 Virginia Criminal Code, teaching a slave to read or write was
forbidden, and met with severe punishment for doing so. Even though the Thirteenth
Amendment abolished slavery, the impact of Plessy v. Ferguson, 1896 relegated African
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

23
Americans as second-class citizens that should be separated from whites by law. Discrimination
in education was prevalent, and according to President Obama (2012), “substantial obstacles to
equal educational opportunity still remain in America’s educational system.”
The emergence of public reporting of student testing results demonstrated achievement
data that placed poor and minority children at an unacceptable low performance level, and as
indicated by Roach (2001), the performance gaps of African American students have basically
remained the same since the 1950s. According to the Brown Center Report on American
Education (2015), girls also out score boys on practically every reading test given to a large
population. According to this report, explanations for this gap include the belief that “the sexes
are hard-wired differently for literacy, boys are inferior to girls behaviorally, socially, and
academically, and that cultural influences steer boys toward non-literacy activities.” In Finland,
there was a 62 point gap where girls scored 556 points, and boys scored 494 points. This gender
gap increases in adolescence.
African American student achievement lags behind that of their peers in the United States
with a Black-White gap of 76 points and a Hispanic-White gap of 41 points on the same test
(Brown Center Report on American Education, 2015). A disproportionate number of these
students experience school discipline and referrals to special education. Even more bleak is that
a great number of African American males do not graduate with a regular diploma, and African
American males also experience a high rate of incarceration. Accountability in education makes
it imperative that we as a nation provide the support that will enable African American students
to improve their level of educational achievement. The nation’s schools are being called upon to
meet the ever growing demands of educating a diverse population of students (Darling-
Hammond, 1999). Improving curriculum and instruction is a durable way to improve schools
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

24
(Ravitch, 2010).
Addressing the national problem of low-performing schools has been a long-time
challenge for our society, and the No Child Left Behind Act (NCLB) was no exception as a tool
to address this issue (Amerein and Berliner, 2002). Schools were forced to provide funding for
students and schools that were faced with challenging socioeconomic situations. These
provisions required schools to give children the tools, services, and resources needed in order for
these students to perform successfully. Stronger accountability measures were thereby imposed
on all stakeholders.
Along with accountability, schools were now mandated to administer standardized tests
and report their school’s progress in yearly reports (Amerein and Berliner, 2002). If these
schools failed to meet their yearly goals, a change in educational strategies and practices was
expected (Falk, 2002). Supplemental educational services such as tutoring, after-school services,
and summer school were offered to students from low-income families in schools that failed to
meet the standards for at least three years. Parents were also allowed to send their children to
another public school or charter school in their district if their home school was underperforming
for two years in a row. These consequences provided a clear message that expectations and
accountability for students’ educational progress were a priority (EdSource, 1999).
The effects of NCLB applied pressure on administrators to provide students with highly
qualified teachers. This stipulation at times created a problem because when some prospective
teachers looked at the demographics for openings, they were inclined to choose schools that
were considered to be higher performing, which left administrators to choose from a less
qualified teacher pool. To attract and maintain quality teachers, schools have to offer
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

25
compensation that reflects respect for teachers as professionals (Steele, Murnane, and Willett,
2009).
Overall, NCLB has not been positive for the students, schools, and districts that need it
the most. The promise of NCLB to make every child in the United States proficient in math and
English by 2014 has not been successful. The emergence of the Common Core State Standards
Initiative came as a result, and it was aimed at raising the achievement levels of our nation’s
diverse student population. The purpose was to raise academic standards nationally in the hopes
of preparing students for college and employment (NCLB, 2001).
Efforts to improve the math and English skills of students were emphasized in 2008, and
in 2009, work began on the Common Core State Standards Initiative. The final standards were
released in 2010, and 45 states came on board to adopt the math and English Common Core
Standards (U.S. News, 2014). Having the Common Core State Standards in operation was
expected to benefit state departments by providing a more accurate comparison of the quality of
education each state engages in to raise the achievement levels of students nationwide. Schools
are now required to increase academic productivity among their students (Edwards, 1999).
There are studies that indicate standards-based school reforms are making a positive impact on
schools today (Marzano, Waters, and McNulty, 2005).
Standards help to promote better instructional practices among teachers to ensure that all
students, including disadvantaged youths, gain the skills and knowledge necessary to become
productive citizens (Falk, 2002; Kluth and Straut, 2001). Teachers can also take advantage of
standards-based assessment to not only drive instruction, but to also utilize it as an evaluation
tool (Falk, 2002).
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

26
For schools and districts to maintain maximum academic growth, schools are in need of
resources, caring environments for learning, highly qualified teachers, administrative support,
and effective partnerships with families and the community (Kluth and Straut, 2001).
Administrative obligations today are challenging for schools and districts, and these
obligations require a clear understanding of what kids need to learn (Chenoweth, 2015).
Combining expertise and knowledge can ensure that all students, including low-income and
minority students, learn what is required of them. Five practices that have been identified to
yield improvement include having a clear focus, collaboration, using test data to inform
instruction, and building better personal relationships in order for students to trust teachers, and
for the mutual trust and understanding among parents, teachers, and administrators (Chenoweth,
2015).
Factors that Impact the Achievement of African American Males
According to Brooks, Jones & Lattern (2014), educators are being called upon to increase
the achievement of African American students because of the disparity between the academic
success of these students and that of white students. American schools continue to change in
demographics and in the diversity of student population. Therefore, it becomes necessary for
educators to examine the academic success of diverse student populations in an effort to boost
their academic achievement.
Along with quality teachers, finding the time for teachers to collaborate is an
organizational challenge, however, some consider collaboration a waste of time (Chenoweth,
2015). Others may use the time set aside for collaboration, to complete their own personal
lesson planning. This phenomenon continually present challenges for administrators who
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

27
struggle with trying to find what works to improve their schools and the achievement of low-
income and minority students.
High-performing schools have identified strategies employed by their staff members that
positively impact student achievement and help to close the achievement gap (Ragland, Clubine,
Constable and Smith, 2002). These strategies are culturally sensitive to the needs of minority
students, and include: capitalizing on the strengths and talents of teachers, communication across
grade levels, analyzing test data, and utilizing parents as partners. School culture, educational
practices, programs, and strong leadership are also factors to consider.
Leadership
Administrative effectiveness involves organizing other staff members in order to
collaborate on what the needs of the school are, and focusing on those needs to optimize student
outcomes. To positively impact student outcomes, Daggett and Jones (2008) suggested that
principals do the following:
 Hold teams accountable;
 Grow staff through professional development;
 Enlist passionate people;
 Make decisions according to data collected;
 Focus on fluency and literacy; imagine innovative instruction;
 Live exalted expectations;
 Prioritize the curriculum;
 Measure learning by proficiency;
 Nurture positive relationships; and
 Join the community to form partnerships.
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

28
Mutual accountability should also be fostered when endeavoring to build a school culture that
values data usage (Datnow, Park, and Wohlstetter, 2007). However, change does not happen
automatically. When we value the use of data, skepticism decreases and principals along with
lead teachers can work collectively in support of a system-wide data analysis while offering
support to teachers with less experience. Using data to inform decision making can guide and
improve instruction, and the expectation should be that all students can achieve at high levels.
When the expectations for African American males to succeed are in place, these students have a
way of meeting those expectations as indicated by Good (1987).
Instructional Practices and Cultural Sensitivity
Culture affects the achievement of all students, especially minority students who grapple
with underachievement in school. Culture is also a part of ones persona and it shapes what the
individual or group values. Poor performance in African American students has been linked to
cultural differences and a failure to comprehend the logic and coherence of “Black vernacular
English” (Labov, 1972). The expectation at school may not coincide with what the student is
accustomed to at home. The differences, however, account for the ethnic minority child’s
achievement or lack of achievement. In meeting the needs of various groups of students,
teachers must evaluate their own cultural biases to better serve their students. Adjustments in
instruction and curriculum could therefore be better aligned with the student’s home cultures
(Cazden, 1986; Erickson, 1986; and Tharp, 1989).
According to the Metropolitan Center for Urban Education, (2008) differentiated
instruction provides students of color with an opportunity to learn through an approach that
meets their learning style and that values their beliefs and experiences. Forsten, Grant, and
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

29
Hollas, (in progress) suggest teachers utilize the following “building blocks” to meet the needs of
different students:
1. Know as much as possible about the learners to teach them well.
2. Believe that all students can learn.
3. Provide curriculum that is interesting to students and relevant to their lives.
4. Provide the ideal learning environment and adequate teaching materials.
5. Include team teaching, tutoring, and looping classrooms.
6. Include flexible grouping and cooperative learning.
7. Include portfolios, observations, skills checklists, oral and written reports as part of
assessment, evaluation, and grading
Eliminating the thought of cultural differences would require some cultural sensitivity
along with some willingness on the part of schools and especially the classroom teacher who has
interaction with the students for the greater portion of the day, Monday through Friday. Fullan
(1993, 2000) spoke of change in norms, behaviors, language, and expectations as reculturation.
One might ask, “How do I go about making these changes without compromising the true
identity of individual students and their cultural norms?” Understanding the culture of our
students can offer clues regarding their beliefs and behaviors, and it can help us determine the
role of culture in educational processes and outcomes.
According to Gallimore and Goldenberg (2001), culture exists in settings where people
come together to perform a task or accomplish something they value. In the home, the activity
might include preparing meals, family time together, homework, and other activities parents and
students engage in. At school, the activities may encompass staff meetings, activities within the
classroom, and places where staff members gather to socialize. Different cultures reflect
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

30
different emphases, and this explains why parents display varying interests in how their child
behaves in school. When school staff members interact with students, it is crucial for teachers to
reassess their thinking about culture and exhibit more cultural sensitivity in order to express to
the students they care. This is important to students as they endeavor to perform daily at school
and improve their achievements. When teachers reach out to their students and the community
from which their students come, they gain an increased awareness of the cultures and can reflect
on “high expectations” for all students, the teacher’s commitment to equity, and commitment to
culturally relevant teaching strategies (MacNeil; Prater; and Busch, 2009).
Promising Practices
According to comments by African American male students, there are students who feel
that the statistics regarding their achievements “color them invisible” (Focus On 2011). These
statistics describe African American boys as on a pathway to special education, being labeled as
mentally retarded, suspended from school, or drop out. However, promising practices can
reverse this trajectory. Some schools are doing extraordinary work to identify bright lights in the
statistics.
These bright lights are indicative of the success that schools are having as a result of
addressing the crisis as one of self-image, self-esteem, self discipline, and self-respect instead of
as an academic problem (Focus On 2011, p.2). Positive behavior interventions have been seen to
promote self-value and self-efficacy in the students who once doubted their own self-worth. To
support self-worth and culturally responsive instruction, the following things are recommended
by National Center for Culturally Responsive Educational Systems (2008):
1. Validate students’ cultural identity.
2. Acknowledge students’ differences as well as their commonalities.
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

31
3. Educate students about diversity in the world.
4. Promote equity and mutual respect.
5. Access students’ ability and achievement validity.
6. Foster positive interrelationships among students, their families, the community and
school.
7. Motivate students to become active participants in their own learning.
8. Encourage students to think critically.
9. Challenge students to strive for excellence.
10. Assist students in becoming socially and politically conscious.
These strategies are designed to help improve the performance of African American male
students. Craig Jerald (2006) indicated that Memorial Junior-Senior High School in New York
takes pride in what it calls its “hidden curriculum.” The school has success with fostering
personal relationships between students and staff, and it puts forth the effort to develop character
in its students. Key Academy in Washington, DC also encourages college attendance for its
students by addressing students as members of the class corresponding to their expected year of
college graduation. According to Programme for International Student Assessment (PISA),
schools with the greatest success rates address a combination of interrelated factors in a child’s
life: academic, emotional, and social.
Addressing these factors correlate with the message that communicating high
expectations to students can improve a child’s performance (Snow 1969; Thorndike 1968; and
Wineburg 1987). A definition for expectations refers to what teachers infer about the students’
academic achievement (Cooper and Good 1983).
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

32
Brophy (1980) indicated that a teacher’s expectations affect student outcomes through the
following processes:
1. Early in the year, teachers form differential expectations for student behavior and
achievement.
2. Consistent with these differential expectations, teachers behave differently toward
various students.
3. This treatment tells students something about how they are expected to behave in the
classroom and perform on academic tasks.
4. If the teacher treatment is consistent over time and if students do not actively resist or
change it, it will likely affect their self-concepts, achievement motivation, levels of
aspiration, classroom conduct, and interactions with the teacher.
5. These effects generally will complement and reinforce the teacher’s expectations, so that
students will come to conform to these expectations more than they might have
otherwise.
6. Ultimately, this will affect student achievement and other outcomes. High expectation
students will be led to achieve at or near their potential, but low-expectation students will
not gain as much as they could have gained if taught differently (Restated in Good 1987,
p.33).
According to research, efforts aimed at helping teachers to avoid harmful stereotyping of
students often begin with activities designed to raise teachers’ awareness of their
unconscious biases and treatment of students (Good, 1987). Proper training can assist
teachers in making positive changes in the way they think and behave towards students.
Teachers must understand and respect diversity among their students, and families must
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

33
also get involved in the educational processes of their children in order to close the
achievement gap and increase student learning.
Parental and Family Involvement
As stated by Epstein (1994), increased parental involvement in their child’s education has
many positive implications, which include increased achievement levels. Families are a child’s
first teachers, and they must do their part to prepare children for life at school (Ravitch, 2010).
Being advocates for their children involves providing a literate environment that impacts student
academic success. The importance of families playing a larger, more active role in students’
education has been well documented as positively impacting the learning of students (Henderson
and Mapp, 2002). Families contribute to the academic success of their children because school
attendance is increased, math and reading scores tend to increase, there is a higher graduation
rate, and there is less grade retention. The issue is how to devise ways to increase that family
involvement. Schools have to explore ways to facilitate the involvement of parents and families
in their students’ educational achievement. According to Overstreet, Devine, Bevans, and
Efreom (2005), there are three types of parental involvement: school involvement, cognitive-
intellectual involvement, and personal involvement.
Families can volunteer at school, help with homework, attend school functions, visit the
child’s classroom, share experiences and expertise, and take on a leadership role by participating
in the decision-making process. The No Child Left Behind Act (NCLB) has formalized the
parents’ right to know what is happening in schools, yet, some parents are unaware of how to
become involved. It therefore, remains the obligation of schools and districts to encourage
parental participation because parent involvement is not easy to promote or maintain (Garcia,
2002).
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

34
Parental involvement is especially important for students with disabilities who are part of
the special education program. These students are more vulnerable and are in greater need for
their parents to serve as advocates for their rights (United States Department of Education,
Office of Special Education and Rehabilitative Services, & Office of Special Education
Programs, 2004). At times, however, there are barriers that have to be overcome in order to
increase parental involvement.
Ignorance and a lack of relationships between parents and teachers can create barriers of
fear and mistrust. Epstein (1994) indicated that some 67% of parents have never met their
children’s teachers informally, yet parents may be interested and committed to the education of
their children. Teachers need to address the barriers and find ways to involve parents in every
aspect of their child’s education. Teachers can also play a role in rebuilding trusts between
themselves and the families of their students with regular interactions and encouragement. Make
families feel welcomed and valued, and parents are more likely to become involved. Language
barriers, however, may also become an issue for parents and teachers.
Parents can feel intimidated by some of the professional language used by school
personnel so teachers have to get beyond this barrier in order to reach these parents. It may
become necessary to use other parents who speak the same language to overcome a situation that
could involve the use of oral communication instead of written communication. The need for
bilingual advocacy should also be addressed in order to prevent parents from withdrawing and
being misunderstood as non-caring. Physical barriers can pose a problem for schools and parent
participation as well (LaRocque, Kleiman, and Darling, 2011).
Physical barriers include parents being physically unable to attend school functions and
transportation issues. Parents have various schedules that teachers have to accommodate when
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

35
scheduling parent-teacher conferences. To facilitate the schedules of families, teachers may have
to provide a variety of meeting times in order to find a time that meets with the parent’s
approval. Alternate locations for meetings and flexible work schedules may even need to be
provided for parents in order for them to be present at meetings. Addressing cultural differences,
however, might be a more daunting task because it involves making judgments regarding the
way in which parents express their devotion as well as the cultural beliefs of parents, teachers,
and the school (LaRocque, Kleiman, and Darling, 2011).
When families do not respond in a manner the teacher feels is normal or rational, there is
the tendency to conclude that there is some denial (LaRocque, Kleiman, and Darling, 2011).
Understanding the role culture plays in a child’s learning and interactions with family members
is a good tool for teachers to have, and being culturally aware of others can help to provide
strategies for interactions with them and for new learning. Parents should feel comfortable
getting involved in their child’s learning and school, but teachers need to also provide
opportunities for families to serve. Collaboration between families and school can benefit the
students teachers serve. To recognize the complexity of factors that impact parental
involvement, Bronfenbrenner (1989) offers an ecological theory that speaks about the
characteristics of individual parents and of the child and their beliefs. All should understand that
their voice matters, and that they play a role in encouraging parent participation.
Theoretical Framework and Models
Creswell states that “Theory is used as a broad explanation for behavior and attitudes,
and it may be complete with variables, constructs, and hypotheses.” These frameworks are
approaches to research and a framework for research design. The quantitative design involves
experiments and surveys for data collection. The qualitative design involves the case study
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

36
research of a cultural group in a natural setting over a period of time, interviews, surveys, and
observations. The mixed methods design encompasses the use of collecting and analyzing data
in a single study because some researchers recognize that different research methods have some
limitations. Bolman and Deals Four Frameworks for Leadership (1997) includes a political
framework which focuses on what it views as reality, human resource framework which regards
people as vital resources, structural framework that looks into the structural aspect of
organizations, and the symbolic framework that seeks to interpret basic issues of meaning and
belief.
When looking at the conditions of some urban schools today, it becomes necessary to
provide frameworks that address questions related to student populations and the achievement of
African American males. Because race is central to the lives of people, the Critical Race Theory
(CRT) is relevant to this study (Maddox and Solorzano, 2002). This theory helps to explain why
race is a factor in educating our nation’s diverse population of students. Freire (2002) makes the
assertion that schools function to maintain and reproduce social order or empower people to
transform themselves in the acquisition of knowledge. How students view themselves in the
process, can involve identifying and analyzing the causes of the social problems they may face
because of race. The CRT provides a lens through which teachers and schools can understand
the culture, beliefs, and behaviors of the students they serve. CRT supports efforts to improve
education in order for the diverse population of students to become academically and socially
successful in order to contribute to society and to develop a sense of self-worth. Because this
study involved human subjects, Bronfenbrenner’s Human Ecology Theory was also used
(Bronfenbrenner, 1989).
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

37
Human behavior is influenced by varying environments, and we encounter different
environments throughout our lifetime. Bronfenbrenner’s theory speaks of the five environmental
systems that affect the lives of all human subjects. The systems are the Micro System,
Mesosystem, Exosystem, Macrosystem, and the Chronosystem. As we make our entrance into
this world, we are affected by those in our immediate environment; parents, siblings, relatives,
and neighborhood. In this same way, the subjects of this study, African American males, were
affected by their environment. This micro system dictates the human behavior that will be
manifested in the future. The mesosystem relates family experience to a subject’s school
experience, which offers an explanation as to why students behave the way they do. The
remaining systems involve social relationships, socioeconomic status, and transitions and shifts
in one’s lifespan. All of these systems affect a person’s life and contributes to the human
behaviors we see in urban schools.
Schools are faced with the challenge of educating a diverse population of students, and
we must create a forum where students will be provided equal opportunities to receive a quality
education from a qualified teacher. Teachers need to believe that a student’s value is not
determined by the environment in which they live. With that being said, it becomes crucial
for teachers to treat all students equitably and to have high expectations for their academic
success.
Some minority students are faced with poverty, and they have been oppressed. It has
been stated that these students who come from minority backgrounds are considered less able to
achieve at high levels compared to students from more affluent backgrounds (Giroux (1998).
When our expectations of these students are low, the feeling is transferred to the students, and
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

38
their performance is reflected therein. Our thought process needs to reflect the belief that all
students can achieve at high levels.
Summary
Research has found that there are some urban schools that have been successful in
educating African American male students to a high level of performance. Because of repeated
failure overtime, some schools, however, have been instrumental in creating an achievement gap
between African American males and their peers. The schools that have been found to make a
positive impact on student achievement are to be studied in the hopes of gaining knowledge that
can be transferred to other schools to reap similar benefits. African American students lag
behind in academic achievement when compared to other students within the United States. This
requires all stakeholders to make an assessment of programs and policies that account for this
lack in student achievement in order to close the achievement gap.
According to Ravitch (2010), curriculum and instruction are ways to improve schools.
Teachers need to have cultural sensitivity in order to effectively teach minority students and to
reach out to their families in support of creating partnerships that will create increased learning
opportunities. Teachers also have the responsibility of tapping into their own belief system to
determine any biases they may have concerning minority students and their ability to succeed in
an academic and socialized setting. How we feel about certain groups of students will manifest
itself in the way we treat them. All students are entitled to respect and equal learning
opportunities. Students need to also feel that their voice matters.
Low-performing schools have long been a challenge for our nation, and the NCLB has
been a tool used to address this issue. The Common Core State Standards was a subsequent tool
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

39
that has been utilized to increase student achievement levels. Standards promote better
instructional practices for students to become productive citizens (Falk; Kluth and Straut, 2001).
Standardized tests produce data that can be used to support decision making regarding
strategies and practices for student success. Students are also provided with the tools and
resources to perform successfully. Expectations and accountability for student academic success
are a priority of administrators as we prepare students for college and employment (EdSource,
1999). Administrators have the obligation to understand what students need and supply that
need (Chenoweth, 2015). Principals have to build a school culture that is conducive to learning
and hold teams accountable. Principals also have the responsibility of creating relationships that
are nurturing and that encourage community partnerships. Change, however, comes with time.
When factors hinder the success of student achievement, principals have to get to the root of the
problems and try to solve them.
Factors that can hinder the achievement of African American male students include
teachers, parental involvement, programs, educational practices, and expectations. Teacher
expectations can affect student outcomes as well (Brophy (1980). Family involvement is also
pivotal to student success in that it influences increased attendance along with increased math
and reading scores. However, a lack of parental involvement can be the result of such things as
intimidation, trust issues, ignorance, along with physical and cultural barriers.
Schools are faced with the challenge of providing promising practices such as community
building, developing student leadership, restorative justice, and with providing high levels of
instruction to promote the academic success of African American male students along with other
students. Instructional leaders are in need of training to determine what works in outperforming
schools and to transfer that knowledge to other urban schools for addressing the issues they may
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

40
encounter with educating this population of students. Further studies should be conducted to
determine how programs, educational practices, and policies impact the success of African
American male students. This study examined a high-performing urban high school in order to
ascertain what educational programs it had in place that promoted academic excellence in the
African American male student.

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

41
CHAPTER THREE: METHODOLOGY
The purpose of this study was to determine what factors lead to high-performing high
schools in urban settings. The study examined an urban high school that has exceeded
achievement expectations. This study was designed around three major questions and research-
based conceptual frameworks generated by the thematic dissertation group. Specifically, the
study investigated instructional practices, educational programs, and leadership practices that
created and fostered a climate of high achievement for African-American male students.
Research has indicated that schools in high-poverty and high-minority areas are less
likely to perform well academically compared to other schools (Betts, Rueben, & Danenberg,
2000; Sonstelie & Richardson, 2001). However, there exist many urban schools across the
United States that are making a positive impact on poor and minority student academic
achievement (Ali & Jerald, 2001). The study identified key factors that make a positive impact
on student achievement for African American males.
This study used a qualitative, descriptive research methodology. “The strength of the
qualitative study derives primarily from its inductive approach, its focus on people or situations,
and its emphasis on words instead of numbers” (Maxwell, 1996). A qualitative research design
stresses an observation model where a subject’s perception determines multiple realities. Some
researchers are of the belief that qualitative research is best used to discover themes and
relationships at the case level. Research played a discovery role in this study.
This chapter included the research questions, the hypotheses, and a description of the
research methodology. The sampling procedure, population, instrumentation, and procedures for
data collection and analysis were also included.

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

42
Research Questions
Research questions focused and guided this study, and determined what specifically the
researcher wanted to know through the conducting of the study. There are three types of
research questions used in qualitative studies, as described by Maxwell (1996). Interpretive
questions provide meaning and depth in context of the experience. Descriptive questions
describe what happened. Theoretical questions supply some explanation of the experience. This
case study used descriptive questions in order to give a detailed account of the events that
occurred within the high school that was studied.
The three research questions that guided this study were developed by a thematic
dissertation group of four graduate students and their review of the current research on factors
that positively impact the achievement of African-American male students. This thematic group
met over a time period of seven months. The research that was collected by this group of
graduate students centered around three key areas: instructional practices, educational programs,
and leadership practices.
This study specifically focused on answering the following three questions:
1. What instructional practices exist in outperforming urban schools with high-achieving
African American males?
2. What programs exist in outperforming urban schools with high-achieving African
American males?
3. How does the leadership in outperforming urban schools create and foster a climate of
high achievement for African-American male students?

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

43
Research Design
The study was a qualitative case study design. Merriam (1998) states that case studies
can be described as the overall intent of the study. This study focused on one urban high school
that exceeded achievement expectations and investigated the factors that facilitated its success.
A qualitative case study was used because it allowed an investigation in the natural setting. The
study was evaluative in nature and involved description, explanation, and judgment. Guba and
Lincoln (1981) state that a case study is the best reporting form of evaluations because it
provides thick description, is grounded, is holistic and lifelike, simplifies data to be considered
by the reader, illuminates meanings, and can communicate tacit knowledge. This study collected
evidence to describe factors that contributed to the urban high school’s success.
A qualitative case study was used because it involved an investigation in the natural
setting from the perspective of the people who were most affected at the high school
(Gall, Borg & Gall, 1996). The qualitative case study allowed for the telling of a story, and it
used a common language approach to evaluation. As explained by Merriam (1998), using
common language, as opposed to scientific or educational jargon, will allow the results of the
study to be communicated more readily to those not involved in the actual research. Quotes
were incorporated in order to provide a rich, colorful description of dialogue.
Conceptual Framework
According to Stanton-Salazar (1997), The Critical Race Theory recognizes that racism is
engrained in the fabric and system of the American society. Race and races are products of
social thoughts and relations. Because successful socialization for African American students
goes beyond learning to decode the system, there is the need for support for underserved children
through the use of practices, programs, and leadership (Bolman and Deal, 2013). For African
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

44
American students, learning to manage life in multiple worlds is crucial because of the
ideological forces that hinder their access to social capital and institutional support (Stanton-
Salazar, 1997). Social indicators are still a reality for these students as they are a large majority
of the prison population and they are rejected for jobs even though they may be more qualified
than their white counterparts. Activists understand that a transformation in social situations can
improve the everyday experiences of people of color.
Because of the challenges facing students of color, our cohort determined that the CRT
framework would effectively address how the experiences of these students make it necessary
for teachers and schools to assess their own thoughts on teaching this diverse student population.
Programs, instructional practices, and leadership are tools schools can use to facilitate the
teaching and learning of African American males and to assist teachers in becoming culturally
competent.

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

45

Figure A. Critical Race Theory Conceptual Model. This figure illustrates the support system
essential to effectively teach African American students in today’s urban schools.

CRITICAL RACE THEORY
Stanton-Salazaar, 1997
LEADERSHIP
PROGRAMS INSTRUCTIONAL
PRACTICES
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

46
Population and Sample
The study focused on one urban high school academy located within the South Coast of
Southern, California. The school is an academy where students are given a feeling of ownership
and belonging, and the students are empowered through academics, leadership, and cultural
awareness. The Recovery Academy is a satellite site of the larger high school and a college and
career preparatory school. The school serves students from the surrounding communities who
are economically and academically underserved.
The class of 2015 graduated with scholarship offers in excess of $36 million. In the
graduating class of 2015, 53% met the University A-G Requirements, 44% matriculated to a 4
year college or university, 48 % matriculated to a 2 year college, and 6% selected work, military,
or technical institutions. In 2015, fifty more students participated in Advanced Placement exams
than in 2014, and 61% of the exams received a score of 3 or higher. Graduation rates are up 4
years in a row, and graduates from the Recovery Academy are known for attending colleges such
as Notre Dame, Benedictine University, Fresno Pacific University, Brooks Institute of
Photography, Johnson and Wales University, and USC.
The research designed by the thematic group called for the selection of a school that had
outperformed over a three-year period. The school selected met the established criteria and had
many characteristics commonly associated with low performing schools. The school met the
following criteria:
 It serves students from diverse backgrounds.
 Of the 316 students, 91 are African American.
 Two thirds of the students are from lower-income households and qualify for free or
reduced meals.
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

47
 There was an increase in graduation rates 4 years in a row.
 There was an increase in Advanced Placement Exam (APE) pass rate for the past 4 years.
 Forty-five percent of the 11
th
and 12
th
grade male students maintained a 3.0-4.0 GPA
each quarter in the 2014-2015 school year. Five students from the academy graduated
with high honors and one received the Medallion award.
A purposeful sampling was used in selecting participants to get a variety of perspectives from
different stakeholders within the school context. The sample participants reflected the African-
American males at the school site.
The Recovery Academy is an eleventh through thirteenth grade school serving 316
students. The demographics are 117 Hispanic, 91 African-American, 12 White, 35 Asian, and
61 are multi race, Pacific Islander or Native American. In 2014-15, students enrolled in courses
required for UC/CSU admission totaled 97.6%.
The public high school academy employs 14 teachers, 10 support staff, 1 librarian, 1
Dean, and 1 Assistant Principal who are all fully credentialed and highly qualified. These
individuals helped to create an atmosphere of success for male students, and their focus was to
empower students to accept and conquer academic and social challenges. Their belief was that
when students are given a meaningful purpose, they can accomplish things exceedingly well.
Parental involvement was also encouraged.
Instrumentation
A variety of data collection instruments were used during this study to enhance the
validity of findings through triangulation (Gall, Gall & Borg, 2003). The researcher utilized
several instruments in gathering data, which included a survey, interview protocols,
observations, and the review of available documents. All instruments were constructed by the
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

48
thematic dissertation group, under the advisement of Dr. Stuart E. Gothold, and Dr. Maria Ott.
Each of the data sources offered different information and was not completely redundant.
However, all data sources addressed the important ideas embodied in the conceptual framework,
the research questions, or both.
Surveys
A survey was the initial data collection method for this case study. Surveys were
distributed to all staff members after an introduction to the faculty at a staff meeting. During this
time, a brief description of the study’s purpose was articulated. It was anticipated that the first
impressions would be positive. The staff members completed the surveys with the understanding
that this study would be positive in nature and in search of factors attributing to the school’s
success. The time provided the researcher with an opportunity to observe the process and
develop a rapport with the staff. The surveys were returned in a sealed envelope to preserve
confidentiality.
The survey questions were open-ended and provided the person completing the survey an
opportunity to answer the questions as in depth as they chose. The open-ended structure of the
survey illuminated areas to discuss with individuals during the subsequent interview process. At
the bottom of the survey there was a check box for the teacher to mark if they were willing to be
interviewed by the researcher. This provided the researcher with a list of potential first contact
names of staff members who were willing to be further involved in contributing data to the case
study.
The survey information was used by the researcher to identify trends in the perceptions of
the school staff. The researcher used the information gathered to structure the interview
questions in order to flush out ambiguous subjects when there appeared to be conflicting views.
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

49
The surveys finally pointed the researcher in the direction of individuals who were willing to
discuss aspects of the school in a case study setting.
Interviews
The most noted data collection technique for qualitative studies is the interview process
(Bassey, 1999; O’Connor, 2002). Interviews conducted in this study provided a deep knowledge
through the insights of people within the setting being studied, as well as the underlying
expectations and unwritten rules that existed in the school’s culture (Deal & Peterson, 1999).
Interviewees had various frames of reference that played into their perceptions of the existing
culture and structures within the school. As a result, the interviewer established a sense of trust
with the interviewees in order to gain a complete picture of the setting (O’Connor, 2002; Bassey,
1999; Deal & Peterson, 1999). To assist in this analysis, the researcher utilized an audio
recording of interviews with the permission of the interviewees (Bassey, 1999). This allowed the
researcher the opportunity to listen attentively to the content of what the interviewees were
saying, as well as to focus on the flow and direction of the discussion without thinking about
recording what was said. The researcher took written notes of the interviews conducted.
The researcher interviewed administrators, certificated staff, and classified staff. The
research questions were developed to help the researcher gather information about the school’s
instructional practices, educational programs, and the school’s leadership practices through
Bolman and Deal’s (1997) four frames. The interview questions allowed the researcher to
categorize responses through the Human Resources Frame, the Political Frame, the Symbolic
Frame, and the Structural Frame. Each interview lasted approximately thirty minutes.
The key to getting good data from each interview was asking good questions (Merriam,
1998). Neither exact wording nor the order of the questions dictated any of the interviews
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

50
conducted. The belief behind this decision was that less structured formats assume that
individual respondents will define their world in more real and unique ways (Merriam, 1998).
Interviews were useful to the researcher in the case study approach (O’Connor, 2002).
Focus groups allowed the researcher to quickly see intra group dynamics, to begin to develop
trust with the staff members, to understand some aspects of the school culture, to observe how
conflict was handled, and to gather information regarding the specifically designed questions.
Individual interviews provided insight into what was going on with specific individuals, the story
behind their story, including perceptions regarding culture and organizational structure they may
not state in front of their peers (O’Connor, 2002; Deal & Peterson, 1999).
Several interviews were conducted to help the researcher get an overall feel of the
school’s culture. Interviews were performed in both a formal sit down arena and informally
through a casual, in-passing manner. The researcher began the process by interviewing office
staff members and other key employees; i.e., principal’s secretary, head custodian, and campus
security officers. They provided a valuable resource to the researcher because of their deep
knowledge regarding the true pulse of the school. Additionally, these individuals were helpful in
directing the researcher to the school’s informal leaders within the teaching staff who they
viewed as real leaders of the school.
Teachers and administrators were an important source for the researcher in studying the
instructional practices, educational programs, and leadership practices of the school. The
assistant principal was interviewed separately. Teachers were interviewed individually and in
groups. The assistant principal was accommodating and invited the researcher to “be a fly on the
wall” and observe several different meetings. Meetings attended by the researcher included a
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

51
leadership council meeting , a department chair meeting, and a school site faculty meeting where
teachers and other staff members were present.
Observations
Although interviews were the most common form of data collection for this qualitative
study, the power of observation was not minimized (Bolman & Deal, 1997; O’Connor, 2002).
Formal and informal observations revealed the true culture of the organization that was studied.
Who the leaders were and what was valued became documented information. What was
observed and articulated to the researcher was of great significance. Through observations in
their natural context, the unique characteristics and traits of the organization came to fruition
(Bassey, 1999; O’Connor, 2002; Silverman, 1997).
Like with the interview process, those being observed reacted to others being interviewed
(Bassey, 1999; Silverman, 1997). People under observation also reacted differently from when
they were not being observed. It, therefore, became crucial for the observer to set the context for
the subjects prior to the observation in order to establish a sense of trust and maintain the right
amount of distance to the subjects (Bassey, 1999; Silverman, 1997). The researcher carefully
examined what was being observed as facts under the cultural context in which it existed.
Observations required the researcher to be the primary measuring instrument and allowed
the researcher to become personally involved with the subjects being studied. To fully
comprehend the cultural aspects of the school, the researcher utilized Bolman and Deal’s Four
Frames throughout the observations (Bolman & Deal, 1997). The researcher became part of the
culture temporarily in order to make sense of prior observations, interviews conducted, and
documents reviewed. It was through this triangulation process that the true cultural dynamics
took shape (Bassey, 1999; Silverman, 1997).
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

52
Observations were conducted at specifically determined time frames and locations within
the school. The observations were performed by the researcher before, during, and after the
regular school day. Teacher’s travel patterns were examined to draw inferences on the
commitment levels of the teaching staff. Several observations were conducted to allow the
researcher enough opportunities to capture the true essence of the school’s culture.
Documentation Review
Reviewing documentation in an educational qualitative case study further clarified
elements of a school that were of value. The thematic dissertation group developed a list of
possible documents to consider when studying individual schools. Reviewing the School
Accountability Report Card, the School Plan, Technology plan, classroom artifacts, student work
samples, teacher feedback, lesson plans, rubrics, professional development records, LCAP Plan,
staff meeting agendas, SARC, WASC documents, audits that have been conducted, minutes of
meetings, parent newsletters, and other pertinent information from school events enhanced the
story of the school and highlighted areas for further research (Bassey, 1999; Silverman, 1997).
Reviewing what was written at the school site confirmed or contradicted what was
spoken by the staff and administration. Documents set forth in written form what was expected
of employees, the school’s self perceptions and what the school projects to the community
(Silverman, 1997). This form of collective representation set the tone for interaction between
staff members, parents, students, and the community. By examining the documentation at the
school and then returning to the observational fieldwork to conduct further interviews, the
researcher’s story of the organization became richer in depth and wider in scope (Silverman,
1997).
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

53
Documents provided the researcher an in depth glimpse into the school, its students, its
teachers’ experiences and knowledge, and its programs. These documents proved to be useful to
the researcher as a basis for becoming familiar with the school. The documents also set the tone
for visitation by the researcher before entering the school grounds. The School Accountability
Report Card (SARC), the Western Association of Schools and Colleges (WASC),
Focus on Learning School Self Study Report, and the Single School Plan provided the researcher
with vital information about the school.
All three documents contained information about student achievement. Student
achievement information included student performance levels on the SBAC Test, the California
High School Exit (CAHSEE), and locally developed assessments. The SARC included
information about teacher credentialing status for the school, the composition of the school staff,
an overview of professional development, teacher salary, and an overview of basic expenditure
categories and services for the school.
Data Collection
Data collection took place during school campus visits and interviews with site
personnel. Additional information and school documents were gathered through telephone
conversations, facsimile, the CDE website, and other educational websites. Documents were
collected in the form of letters, memoranda, agendas, study reports, calendars, and other items
that added to the researcher’s database. The thematic dissertation group created a list of useful
documents in advance to assist the researcher with the search. Some of the items included on the
list are School Accountability Report Cards (SARC), WASC Reports, School Plan, School
Student Handbook, and Activities Calendar.
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

54
In order to release the information that was collected to the University of Southern
California, Rossier School of Education, the principal of the high school had to agree to the case
study. The survey that was used was distributed to all staff members. The researcher then
collected the returned surveys. Interviews were conducted over a period of four months, and
conducted with the informed consent of all participants.
Interviews and observation times were arranged beforehand with the permission of the
assistant principal. As described by Merriam (1998), there are three basic ways to record
interview data: tape recording, taking notes, and writing down data as soon after the interview as
possible. The interviews were taped or transcribed. All interview data were coded using the
interview questions and constructs in the framework as a guide.
In this qualitative case study, observations were a major means of collecting data
(Merriam, 1998). Observations were recorded systematically and used in conjunction with
interviewing and document analysis to triangulate emerging findings. The process of collecting
data through observations was broken into three stages: entry, data collection, and exit (Merriam,
1998). Entry was gained in a formal manner by the researcher. The researcher will built a
positive rapport with the assistant principal and several dates were established for school
observations.
Observations required the researcher to be the primary “measuring instrument” and they
allowed the researcher to be personally involved in the case study (Gall, Gall & Borg, 2003).
Once entry was made, the researcher became familiar with the setting by visiting the high school
on several different occasions with short, brief observations. As stated by Merriam (1998),
shorter observations at first are the best in order for the researcher to gain knowledge of what is
important and to become more comfortable in the setting. The researcher recorded field notes
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

55
once observations were completed. The Observation Template created by the thematic
dissertation group was utilized including the time, place, and purpose of each observation. In
addition, written documents were typed as soon after the observation as possible to ensure
accuracy in recording.
Validity and Reliability
Validity and reliability are important factors to be considered with any qualitative case
study. Validity pertains to the accuracy of the study and the study’s ability to actually measure
what was intended to be measured (Gall, Borg & Gall, 1996). Reliability is the extent to which
other researchers would arrive at the same or similar results if the study was to be replicated
(Gall, Borg & Gall, 1996). Using multiple data collection methods, data sources, analysis, or
theories helped to ensure the validity of the findings (Merriam, 1998).
The thematic dissertation group created all the instrumentation tools that were utilized by
the researcher in the case study. This was accomplished over a period of months with the
process being guided by current research. The process of creating the research instruments
helped to assure the validity and reliability of the case study. Triangulation of all instruments
used and data collected further increased the reliability and validity.
Data Analysis
Data analysis consisted of examining, categorizing, and tabulating evidence (Yin, 1994).
The study incorporated two types of data analysis: interpretational analysis and reflective
analysis. Interpretational analysis is the process of examining case study data, and it involves
developing a set of categories that adequately encompass and summarize the data (Gall, Gall &
Borg, 2003). The case study data were categorized according to what was being described. The
research questions provided direction in deciding the necessary categories to be used. Each
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

56
interview reflection, observation field notes, survey results, and documents collected were
identified with a code in order to be easily sorted and found by the researcher.
Reflective analysis is described by Gall, Gall & Borg (2003) as a process, which relies
heavily upon the researcher’s intuition and judgment to evaluate the data and the subject being
researched. Reflective analysis was used to help the researcher provide a thick description of
what was being analyzed. The researcher referred to all data collected to assist in the description
process.
Summary
This chapter described the purpose, rationale, and methodology for this qualitative case
study. It included the research questions, research design, conceptual model, instrumentation,
data collection, and data analysis. The methodology was designed by our dissertation group
using current research on qualitative methods.

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

57
CHAPTER FOUR: RESULTS
When educators assume the responsibility of educating and preparing students to become
active participants in society, they are embarking upon the challenges that prevail in our 21
st

century, which compete for the attention of young and mature minds alike. The goal of an
educator includes providing experiences and opportunities where students can successfully gain
the tools and skills that are necessary for gainful employment and social adaptation. The purpose
of this study was to identify the programs, practices, and processes provided for African
American students in outperforming urban schools that positively impact student achievement.
In providing insight for this dissertation, the prior three chapters gave a description of the
problem along with the significance of the study. The literature review as it related to the
problem, as well as the qualitative design and methodology were also described. Chapter four
will present the research findings and the themes that emerged as relative to the three research
questions presented.
Research Questions
This study was designed to include the following research questions that address the
impact outperforming urban schools have on the success of the African American male students:
1. What instructional practices exist at outperforming schools with high-achieving
African American males?
2. What programs exist in outperforming urban schools with high-achieving African
American males?
3. How does the leadership in outperforming urban schools create and foster a climate
of high achievement for African American males?

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

58
Methodology
The case study was qualitative in nature, and it included data collection from staff
meetings, document review, staff surveys, principal and staff interviews, and classroom
observations. The data was collected over a period of five months, and Cresswell’s (2009) six-
step process for data analysis was utilized to code and analyze the data for emergent themes.
The resulting data were then triangulated.
The following documents were considered for review: Classroom lesson plans, student
work samples, staff meeting agendas, printed communication, master schedule, student
achievement data, professional development plan, School Accountability Report Card (SARC),
School Site Council (SSC), teacher observation and other publications pertaining to the school,
the site administrator, school and district website, dean of students, and lead teachers provided
documents.
Thirteen staff surveys were distributed to teachers at a staff meeting, all of which were
completed. There are fourteen teachers at this site, and 92.86% completed the survey. The site
administrator, dean of students, and three teachers also participated in a formal interview. Two
observations were conducted, one in a classroom of students who were juniors and another in a
classroom of seniors.
Participants
The staff at this site consists of fourteen regular classroom teachers (8 females, 6 males),
support staff, one librarian, one dean of students, one assistant principal, and one counselor.
Included in the interview questions were questions regarding the participants’ education and
experiences working in public/private schools and with the African American male students.
The interview responses indicate a total of 100 plus years of experience among the five
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

59
participants, who all maintain a Masters degree as reported on the school website and through
statements received from the interviews. The following table represents the data of the interview
participants.
Table 1
Educator Training and Experience
Background Degree Participants Years of Experience in
Education
Masters in Curriculum & Teaching A 21
Masters in Education B 24
Masters in Special Education C 21
Masters in Educational Counseling D 20
Masters in Coaching & Sports Administration E 18

Background of the Recovery Academy
The year of inception for the Recovery Academy was in the fall of 1895, with classes
beginning in a Methodist Tabernacle Chapel. The school is now housed on approximately 2
acres of land in a large urban neighborhood along the southern section of Los Angeles County.
According to historical documents, the school was designed to help educate the ever growing
diverse population, and according to the school website, it was at one time designated the largest
high school west of the Mississippi River in terms of student population. The school is equipped
with classrooms for each of the 14 teachers, a career center, library, and other work places for
students, parent volunteers, teachers, and support staff members. The school’s vision involves
inspiring students to become the best they can be.
At the Recovery Academy, the vision is to inspire emerging students to become
empowered citizens who are personally and socially responsible and who have
expanded post-secondary opportunities.
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

60
The mission statement as presented on the school’s website, expounds on the school’s vision by
also inspiring emerging students to take responsibility for their future aspirations.
The Recovery Academy inspires emerging students to take charge of their future and
strengthen intra and interpersonal relationships by taking a challenging academic
program, participating in human relations activities/courses, career-themed field learning
experiences/courses, and developing a network of community and post-secondary
partners.
The Recovery Academy is a satellite of the larger school district that was honored with
the 2
nd
annual 1 million dollar Broad Prize for Urban Education, and it has had several
nominations since then. This award is the largest recognition given to urban school districts.
The male students at the Recovery Academy were also invited to host the UCLA’s Think Tank
Conference, which helps to prepare students for college, leadership, and success.
The Recovery Academy serves 316, 11
th
, 12
th
, and 13
th
grade for special education
students, 200 males and 116 females from diverse backgrounds. Ninety-one of the students are
African American, 117 are Hispanic, 12 are Caucasian, 35 are Asian, and 61 are multiracial,
Pacific Islander or Native American. Two thirds of the students also come from lower-income
households, and they qualify for free and reduced meals. The average class size at the Recovery
Academy is below 20 students per 1 teacher.
The district educates nearly 81,000 students in 84 public schools, and it has various
progress indicators. The Recovery Academy was an integral part of a six-year accreditation
from the Western Association of Schools and Colleges (WASC), which is the best
accreditation awarded. The Recovery Academy also has had an increase in graduation rates 4
years in a row along with an increase in the Advanced Placement Exam pass rate for the past 4
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

61
years. According to school site documentation, 45% of the 11
th
and 12
th
grade male students also
maintained a 3.0-4.0 grade point average (GPA) each quarter of the 2014-2015 school year. Two
of these students graduated with honors, three with high honors, and 1 medallion honor. Table 2
represents the 4-quarter GPA data.
Table 2
11
th
and 12
th
Grade Students’ GPA

11th & 12th Grade Students GPA 3.0 - 4.0
21
29
21
28
23
18
11
16
0
10
20
30
40
1 2 3 4
Quarter
# of Students
11th Grade
12th Grade

As a result of their academic accomplishments, students at the Recovery Academy have been
offered semester classes through a partnership with California State University Long Beach
(CSULB) along with $96 million in earned scholarships.
To continue supporting the students at the Recovery Academy, the administrator at this
site allocates funding for restorative justice, college and career readiness efforts, summer
programs for credit recovery and math-bridge, to cultivate student engagement, and to promote
parental involvement as well as support to teachers and staff. During the interview of this
administrator, the researcher discovered that this was the current principal’s first assignment as
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

62
an administrator after teaching 18 years in adult education. It was expressed by the administrator
that providing for the social and economic needs of students was paramount.
Initial Contact with the Recovery Academy
Initial contact with the Recovery Academy took place via a telephone call to the school
site. The researcher shared the purpose of the study with a lead teacher who expressed
enthusiasm towards participating in the research project. The researcher was invited to meet
with the former, retired administrator, who agreed to participate in the study. The researcher was
introduced to the new administrator at a staff meeting the following month. Observing the end
of the school year and then again in the fall proved valuable in that the researcher was able to see
the continuity in care for the students even among different personnel.
The researcher pulled into the staff parking lot at 8:00 a.m. on a warm June morning to
attend the staff meeting. Teachers and staff were observed parking their cars and making their
way to the school library, which was the location for the meeting. After parking, the researcher
asked for directions to the meeting location and was joyfully greeted and given directions to
navigate through an open field and classrooms on the campus to the library that was adorned
with lots of plants inside and out. Along the way, the researcher observed the travel patterns of
those who later attended the meeting, and noticed that they were organized in homogeneous
groups and appeared to enjoy each other’s company. Five African American women were
observed sitting outside the library in the same general area as though this was a comfort zone
for them.
The researcher entered the library, where a meeting was being held for department heads
before the general staff meeting was to be conducted. The presenter reviewed documents on the
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

63
computer to demonstrate for all in attendance how to navigate a new program involving meeting
protocols. The general staff meeting began at 8:30 a.m.
There was a copious amount of interaction among the teachers who enthusiastically
applauded one another as awards were presented. The award recipients all spoke of feeling
welcomed when they initially came to the Recovery Academy. The commitment level among
the staff seemed to be extremely high as they spoke of the efforts others put into making sure the
students received the best.
Awards were presented for various years of service within the district, and retirees were
honored. The former assistant principal at the Recovery Academy was one such retiree who
appeared to be well liked by all. He spoke of his love for the Recovery Academy and of the
dedication the teachers and staff at the site have toward the students there. He said, “I changed
lives because I am and will always be a teacher.” “Students are motivated to perform when
teachers are given the tools to make a difference in the lives of their students.” His comments
indicated that he understood students and had a clear vision of what it takes to help students
attain success. The commitment teachers at the Recovery Academy have towards its students
was further demonstrated at the Commencement Ceremony which took place later that evening
where students were graciously honored and presented with diplomas.
Data and Findings by Research Questions
Research Question One
What instructional practices exist in outperforming schools with high-achieving African
American male students? The researcher looked carefully and closely at sources of data
including surveys, interviews, documents, and observations to determine the practices at the
Recovery Academy.
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

64
During an analysis of the data collected from teacher surveys, it was ascertained that
culturally relevant support resources are necessary in order to engage African American boys.
When asked about their teaching practices, 80% of teacher responded that motivation and
encouragement should be embedded in instructional practices, and that teachers must be well
equipped to maximize learning opportunities for African American male students. Sixty percent
of teachers also strongly agreed that students need to feel valued by their teachers. These
findings are represented in Table 3.
Table 3
Question 1 Survey Results
Survey Question
5
Strongly
Agree
4
Agree
3
Neutral
2
Disagree
1
Strongly
Disagree
1. Culturally relevant resources are
necessary in order to engage African
American boys.
8 3 0 2
3. Motivation and encouragement
should be embedded in your
instructional practices.
10 3 0 0 0
6. Teachers must be equipped with a
well-rounded arsenal of instructional
strategies to maximize their
effectiveness and to increase learning
opportunities for African American
males.
8 3 2 0 0
7. Students need to feel valued by their
teachers in order to have a sense of
connectedness.
8 5 0 0 0

Classroom observations also served as an example of how students were valued and
encouraged to perform their best. While observing in a science classroom of 18 11
th
grade
students, the teacher circulated throughout the classroom offering assistance to students who
needed help with an assignment. For this assignment, the students were given 5 minutes to read
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

65
pp. 704-709 of their science textbook and 10 minutes to complete the vocabulary and questions
pertaining to biotic and abiotic habitats. The teacher also monitored student engagement. For
the students who finished their assignment ahead of the other students, the teacher gave them
individual attention to check for understanding. One African American student was asked the
following questions based on the reading assignment: “What is your habitat?” “Describe your
habitat.” This instructional strategy allowed the student an opportunity to remain focused on the
lesson, and the student’s effort was validated as the student addressed the question being asked.
The students later collaborated in pairs to create posters of a chosen habitat. The students
shared the responsibility of getting the necessary materials to build their habitat, and they looked
through magazines to locate pictures of nature. The students also held each other accountable for
their behavior. In fact, one student asked another student to be more mature about looking at
pictures in the magazines when she noticed him laughing at inappropriate scenes. Positive,
mature behavior was also reiterated by the teacher when he observed two students who had been
talking about topics unrelated to the science lesson. Without putting the students on the spot, the
teacher invited the students to step outside with him for a few minutes. The two students and
teacher returned to the classroom after approximately 20 seconds, and the two students who were
talking during the lesson returned more focused and engaged. This minor behavior adjustment
allowed the students the opportunity to maintain their dignity, while also allowing the teacher an
opportunity to remind the students of behavior expectations during class instruction. The teacher
appeared to value the students, but the teacher utilized an effective strategy to maximize learning
opportunities. Clear redirection to correct student behavior was evident.
Additional instructional practices were evident in this classroom as it became known by
the researcher that daily routines were followed. When the lesson ended, materials were quickly
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

66
put away in an orderly manner, and student work was placed in a box labeled period 2. The
students were asked to take out another sheet of paper on which to take notes. The students
listened attentively as the teacher reviewed the topic for the day, which included vocabulary and
examples of ecosystems and habitats. The students were reminded of a quiz they would be
taking on Friday and of its content. Music came over the intercom that captured the attention of
the students in the classroom. The assistant principal proceeded with an announcement
regarding intellectuals and how they behave. This was again positive reinforcement for
behavior. The teacher resumed his class review with questions about how humans affect the
habitats of others’ ecosystems. The teacher taught right up to the dismissal bell and students
were asked to put their notes on the teacher’s desk. Students were then dismissed for lunch.
The interviews that were conducted by the researcher further provided significant insight
into instructional practices that boost the learning and performance of African American male
students. With respect to cultural sensitivity and its effectiveness in promoting student
engagement, the assistant principal stated the following in an interview:
Assuming lifestyle at home is a giant mistake. Assuming that students have a place to
sleep in their own beds, have a closet to keep their belongings, and have a place in which
to do their homework creates a sense of anxiety for youth. We cannot apply privileged
methods. We need to realize that students are raised differently. When working with
students in poverty, I really need to have a paradigm in place and provide for the needs of
these students here at school.
To further emphasize the value in having practices and instructional strategies in place to
increase the learning for African American male students, one lead teacher stated:
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

67
Depending on the background of particular African American male students, they might
need a different approach than an African American male student who may be coming
from a more affluent type of background. Over the years, we have gone through a variety
of trainings to help us have a better outlook on dealing with minority students, students
coming from different backgrounds than ourselves. This training was done in an effort to
get us to see that these kids need an approach that is fair and different from an approach
we would use with other students.
When asked how the Recovery Academy strategically creates pathways to ensure that
African American students are successful, the response by several teachers was that the academy
as a whole has been trying to look at the issues of students not so much as academic, but in terms
of how to help motivate the students. It was reported by one teacher that the students need help
with motivation enough to say to themselves, “I will make the best of this situation now in order
to get to the next level,” college, employment, or preparing for success in the real world.
The assistant principal spoke of helping students learn to solve problems on their own
with provided coaching. She stated the following:
Students need to have opportunities to interact with each other and to build trusts. Self-
reflection and self-talk also provide opportunities for students to pick their own mantra.
The assistant principal also indicated the observation that adults engage in self-talk which makes
us get up in the mornings to go to work even when we wish not to. Students need to be taught
the skill of self-talk in order to change unwanted behaviors.
Summary of Findings for Research Question One
Themes that emerged from the research findings suggest that the teachers of students at
the Recovery Academy are cognizant of instructional practices that are in the best interest of the
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

68
academic success of African American male students. Teachers have been trained to become
culturally sensitive to the needs of these students, and they have learned strategies to ensure
student success. Students are encouraged and motivated to navigate through their background
issues or current issues in their personal lives in order to recognize the things necessary for
graduation and to successfully meet post-graduate goals. Students are supported when making
decisions, and they are taught self-talk skills in order to be a force for change in unwanted
behaviors. High expectations for student success are in place, and the students feel as though the
teachers want them to succeed. However, the students are encouraged to do their part in helping
themselves succeed. Students can meet with success when given the tools to work things out for
themselves. Community building circles and restorative justice practices allow students the
chance to listen to each other and engage one another to lead the conversation in telling their
story. The Recovery Academy offers a Human Relations Camp in the winter and spring as a
means to get the students to realize their options for dealing with problems at home, with other
races, and with getting along with others. The Recovery Academy demonstrates a commitment
to meeting the needs of students and in finding an approach that works.
Research Question Two
What programs exist in outperforming schools with high-achieving African American males?
Based on responses from teachers at the Recovery Academy, the school found it
important to assist students with developing a plan for life after high school both academically
and professionally. According to the school’s website, the Human Resources Career Planning
and Management Center offers students the opportunity to learn the skills needed to tap into
resources, websites, and scholarships in order to build a resume and understand their individual
personalities and job compatibility. The school’s vision is for students to become empowered
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

69
citizens who are personally and socially responsible and who have expanded their post-
secondary opportunities. The students are also encouraged to take charge of their future.
When students learn to value and take control of their learning, the benefits can be
maximized, as highlighted by the honors bestowed upon students from the Recovery Academy.
As part of a yearly foundation banquet, inspiring students are named for their ability to rise
above personal loss, physical and health challenges, devastating economic circumstances, and
unique barriers to learning. One student from each school in the district is presented this
space, and a student from the Recovery Academy was so honored. The student was not only
inspiring, but he received the opportunity to also be inspired by a guest speaker who happened to
be the first African America coach in three college conferences, and who has been the guardian
of the original copy of Dr. Martin Luther King’s famous “I Have a Dream” speech. The students
were encouraged to take their dreams and turn them into a reality. As reported on the district’s
website, the students were given six steps to fulfill their dreams: “See it, feel it, believe it, plan it,
live it, and be it.”
An increase in student engagement was also noted to be a contributing factor in the 2-
year increase in African American students at the Recovery Academy meeting or exceeding the
standards on the SBAC test. Since the California assessment system changed, this is baseline
data. Table 4 represents the results.

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

70
Table 4
SBAC Test Results for African American Students
Students Meeting or Exceeding the Standards
31%
17%
33%
20%
0%
10%
20%
30%
40%
50%
ELA Math
2014-2015
2015-2016

According to the documents reviewed, during the last 4 years, the school’s attendance rate
increased to 93% as well, and the suspension rate decreased from 19 in the year 2015 to 4 in the
year 2016.
The site assistant principal also stated during an interview that one of the first things she
sought to implement as a new administrator was a buddy system. This program is in part an
effort to keep kids in the classroom and to shut down on campus detentions.
It was evident from classroom observations that students were actively engaged, and
students collaborated in small groups with their peers. The teacher communicated high
expectations, and students were observed working toward these expectations. The Restorative
Justice classes offered at this campus is also a program to demonstrate to the students the options
they have at their disposal to handle their problems successfully. The students are taught that
they are not alone and that they do not have to be uninformed. Support is provided through these
programs for African American male students to be successful. The dean of students shared how
the Recovery Academy positively impacts students who are assigned to its campus:
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

71
Juniors and seniors are assigned to the Recovery Academy because they are credit
deficient. The students usually complain about being on this campus initially, but
because it is a smaller campus than the campus they came from, the students are able to
receive a lot more attention. After being at the Recovery Academy for a short period of
time, the students do not want to leave. They even want to take their graduation pictures
with the staff at the Recovery Academy instead of with the staff on the main campus.
The students feel a sense of family and inclusion on the smaller campus, and they are not lost in
the complexity of a large comprehensive high school campus.
The survey data revealed that teachers at the Recovery Academy believe the assistant
principal values African American males at their school site. It was revealed that 62% of the
staff agreed African American males were valued at the Recovery Academy and 15% of the staff
strongly agreed that the administrator cared enough to make a difference in the academic
achievement of African American males. Table 5 represents survey results.
Table 5
Survey Results for Research Question Two
Survey Question
5
Strongly
Agree
4
Agree
3
Neutral
2
Disagree
1
Strongly
Disagree
24. Administrators set the vision of
the school to include African
American males.
2 5 3 3 0
26. Administrators value African
American males at the school site.
2 8 1 2 0

Summary of Findings for Research Question Two
When students feel valued and are given the tools to navigate their academic success,
they generally rise to the expectations of administrators, teachers, and support staff. Student
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

72
engagement met with increases in academic performance and increases in attendance rates were
noted. Members of the school team consistently responded to questions by indicating that
students were empowered to take control of their learning. Support for the African American
male students as provided at the Recovery Academy, demonstrated that these students have
options when it comes to solving their problems. Findings indicate that there are benefits to
students who are valued by teachers that strive to make a difference in the lives of their students.
Research Question Three
How does leadership in outperforming schools create and foster a climate of high-achievement
for African American male students? In fostering a climate of high-achievement for African
American male students, the assistant principal and other support staff at the Recovery Academy
took the lead.
Documentation, observations, and interviews provided rich data on which the researcher
built a foundation for this theme. During the initial telephone contact with school personnel at
the Recovery Academy, the researcher was greeted with warmth as the reason for the call was
communicated to the individual receiving the call. The researcher was transferred to the lead
teacher and a friendly conversation ensued. On April 22, 2016, plans were made for the
researcher’s first visit to the school site. During this first visit, the researcher was invited by the
lead teacher to meet the former assistant principal and office staff at the Recovery Academy.
The meeting was productive, and those in attendance as well as passers by greeted the researcher
with smiles and offered their assistance with the research. During the second site meeting, the
researcher attended an end-of-the-year meeting of staff from the main campus and the Recovery
Academy. The researcher observed 250 staff members greet each other with smiles. The
meeting began with an announcement regarding the technology day and staff return date, after
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

73
which awards were presented. The teaching staff applauded with enthusiasm, and award
recipients all spoke of feeling welcomed when they first came to the Recovery Academy and its
main campus. The former principal was honored as one of the 10 retirees, and he was received
by applause and displays of enthusiasm by all in attendance. He spoke of his love for the
Recovery Academy in the following words:
I am and will always be a teacher first. I love the Recovery Academy because of the
dedication of its teachers, which changed the lives of students. When teachers are given
the right tools, they can make a difference in the lives of students.
As teachers traveled throughout the campus in groups, they displayed positive interactions with
one another, and there appeared to be a level of commitment. They each spoke highly of the
effort others put into making sure the students received the best.
Along with commitment and an inviting atmosphere, the teachers and administrators
shared their focus on developing personal relationships with students and supporting them in
making decisions that will positively impact their future. The site administrator at the Recovery
Academy even shared the following words during a personal interview:
We have to take students one at a time and realize their differences. We cannot make
assumptions when working with students who live in poverty. Understanding a student’s
economic needs is paramount to providing for those needs at school.
The lead teacher and dean of students also shared this belief during an interview. The lead
teacher recalled his experience working with African American male students with these words:
I am working with African American male students that are coming from an inner-city
background. So, given that background, the students might need a different approach.
The dean of students reiterated as follows:
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

74
Issues come up as with any family, but they are worked out and members grow to care
about and understand each other.
As with any successful organization, research indicates that collaboration is a key
component to its success.
The Recovery Academy is no exception, and opportunities for professional development were
ongoing as indicated by teachers at the Recovery Academy. Trainings were conducted at the
district level, site level, and during weekly Professional Learning Community (PLC) meetings to
examine ways teacher can collaboratively meet the needs of students.
Data obtained from the survey questions were also indicative of how leadership supports
a climate of high achievement for African American male students. When the survey question
asked if the administrator was the instructional leader at the school site who supports the
academic achievement of African American males, 54% of the teachers responded with
“strongly agree” or “agree.” These findings are represented in Table 6.
Table 6
Survey Results for Research Question Three
Survey Question
5
Strongly
Agree
4
Agree
3
Neutral
2
Disagree
1
Strongly
Disagree
20. Administrators are the
instructional leaders at my school
site.
2 5 3 3 0
28. Administrators prioritize to
create programs to support the
academic achievement of African
American males.
3 5 5 0 0

Leadership is shared among the staff at the Recovery Academy as evidenced by the credit
each staff member bestowed upon the other as teachers were allowed to take on the role of
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

75
leader. Lead teachers at the Recovery Academy represent their site on the main campus as part
of the Instructional Leadership Team (ILT). This team meets monthly and is composed of
counselors, principals, department heads, and lead teachers who drive the focus of the whole
school. The cooperative nature of their relationship with one another was highlighted when the
lead teacher commented with the following words during an interview:
Being a smaller school I think helps. You feel more a part of things, more a part of the
decision making, and more a part of what influences you have at a smaller site.
The site administrator complimented the dean of students on being able to take the lead
when necessary and on what a wonderful job that was being done working with the students.
Even data from the Recovery Academy showed the support students received while attending the
Leadership Training Camp. During their second year of attendance, these students became
Camp Facilitators because of their leadership abilities, which was why students were allowed to
lead conversations that told their story.
Summary of Findings for Research Question Three
The data found by the researcher was indicative of the climate of high-achievement for
African American males fostered by those in leadership positions at the Recovery Academy.
The leadership was more like a partnership where each member functioned in their individual
roles to benefit the whole. During the researcher’s data collection process, it became evident that
leadership was shared, and everyone from the top down, assumed their position much like
fingers on the hand. Each finger has an individual function, but the ultimate benefit comes as a
result of each member working together for the good of all.
Emergent Themes
In the following section, the researcher identifies emergent themes that surfaced as
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

76
a result of the data collection process. The categories for this section included the following
themes:
 Culturally relevant support to engage African American male students
 Motivation and encouragement embedded in instructional practices
 Teachers being well equipped in order to maximize learning opportunities for African
American males
 The need for students to feel valued by their teachers
 Administrator’s provision of support for professional development
Culturally Relevant Support to Engage African American Male Students
Teachers, administrators, and other support staff at the Recovery Academy understood
the value of making learning relevant to those being taught. Each student was handled on an
individual basis. The site administrator emphasized the importance of not making assumptions
about the needs of students based on their culture. A student reared in poverty was not expected
to perform the same as a student from a more affluent background unless given the tools to do
so. The staff frequently made learning meaningful to the African American male students, and
provided them with the skills to be successful.
Motivation and Encouragement Embedded in Instructional Practices
The value of motivation and encouragement was highlighted at the Recovery Academy as
classroom teachers offered individual support to students in order to check for understanding and
monitored student engagement. As students worked collaboratively on group projects, they were
inspired to hold each other accountable for their behavior and participation within the group
setting. Behavior expectations were communicated to the students by the teacher, and the
students’ efforts were validated.
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

77
Teachers Being Well Equipped to Maximize Learning Opportunities for African American
Male Students
Even though the teachers at the Recovery Academy held graduate degrees, their formal
training did not cease there. Professional development opportunities were offered regularly.
One teacher even commented in an interview how delighted he was to receive different trainings
to assist him with having a better outlook on working with minority students. Additional training
was forthcoming at the district and site level, and weekly PLC meetings offered teachers the
opportunity to collaborate with their grade-level colleagues to discuss data and how to best serve
their student population.
The Need for Students to Feel Valued by Their Teachers
The assistant principal at the Recovery Academy took the lead in creating an atmosphere
where students felt valued as individuals. While dealing with students’ identity, the site principal
took the time to listen to students as they expressed their needs. The principal offered the
students suggestions on how to work things out for themselves and provided the tools needed for
them to do so. Community building was encouraged where students got in the practice of
listening to and engaging one another in conversation in order to tell their story. This forum
allowed students a chance to feel connected and valued as a part of a larger group where
members grow to understand and care about each other.
Administrative Provision of Support and Professional Development Opportunities
District and local funding was provided to support programs for African American male
students at the Recovery Academy. According to teacher survey data, appreciation for financial
support was expressly pointed out by teachers who responded to the survey question. Funding
was allocated in support of teachers and staff who provided for the academic, social, and
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

78
economic needs of students. Ongoing professional development afforded teachers the
opportunity to make a difference in the lives of students.
Summary
This chapter described the impact instructional practices, programs, and processes had on
the achievement of African American students at the Recovery Academy. The research
questions addressed were the following:
1. What instructional practices exist at outperforming schools with high-achieving
African American male students?
2. What programs exist in outperforming schools with high-achieving African American
male students?
3. How does the leadership in outperforming schools create and foster a climate of high
achievement for African American males?
After careful analysis and triangulation of the research data received from documents,
interviews, surveys, and observations, it became evident that the Recovery Academy has
significantly impacted the lives of African American male students. Through careful planning
and implementation of instructional strategies, the Recovery Academy successfully prepares
African American male students for a promising future. As the school continues on its journey
to inspire emerging students to become empowered citizens who are personally and socially
responsible, I cannot help but to recall the words of the late Whitney Houston in her song “The
Greatest Love.”
“I believe the children are our future, teach them well, and let them lead the way.”
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

79
The Recovery Academy has proven to be exemplary in maximizing the learning opportunities
for African American male students to gain the skills necessary for success now and in the
future.

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

80
CHAPTER FIVE: DISCUSSION
In chapter one, an overview of the problem was presented along with assumptions,
limitations, and delimitations of the study. In chapter two, the current literature examined the
impact instructional practices, programs, and processes provided for African American male
students had on their achievement. Chapter three identified the methodology as a qualitative
case study, and the data collection instruments and data collection processes were described. In
chapter four, the findings of the case study in relations to the research questions were described.
Finally, chapter five will present a discussion of the findings, implications for practice, additional
recommendations for research, and conclusive thoughts.
Purpose, Significance, and Methodology
The purpose of the study was to determine the programs, practices, and processes that
were provided for African American male students in an outperforming urban school that
positively impacted student achievement. A qualitative, case study approach was utilized to
examine a specific urban school that has continually surpassed its expectations regardless of the
barriers associated with poverty and other impacts on the African American male student. The
following research questions provided a guide for securing a wealth of descriptive information
regarding the practices, programs, and processes observed at the school of study:
1. What instructional practices exist in outperforming urban schools that have high-
achieving African American students?
2. What programs exist in outperforming urban schools that have high-achieving African
American male students?
3. How does the leadership in outperforming urban schools create and foster a climate of
high achievement for African American male students?
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

81
By virtue of this qualitative, case study, an in-depth exploration of the school was
provided. Data collection was conducted through the use of interviews, site visits, classroom
observations, document reviews, and surveys. Triangulation ensured the depth and reliability of
this case study. The findings of this case study will provide additional research on the practices,
programs, and processes that impact the achievement of African American male students. This
study will also emphasize the importance of schools providing culturally relevant support to
engage African American male students and on the importance of embedding motivation and
encouragement within instructional practices. Additionally, this case study will emphasize how
crucial it is for teachers to be trained and well equipped to maximize learning opportunities for
African American males. Finally, this case study will provide a basis for the need of ongoing
funding to support programs for African American male students in order for these students to
feel valued by their teachers.
Discussion of Findings
Upon completion of this case study, the research questions were answered an
triangulated across multiple sources of data. Research question one sought to identify the
practices outperforming urban schools provided for African American male students to impact
student achievement. Culturally relevant support resources were identified as one important
component to the engagement and motivation of African American boys. It became evident that
the staff at the Recovery Academy had an increased awareness of the cultures from which their
students came, and teachers were committed to equitable and culturally relevant teaching
strategies as described by MacNeil; Prather; and Busch (2009). The teachers at the Recovery
Academy expressed an appreciation for encouraging their students to perform their best, and they
agreed that their students should feel valued and guided toward self-worth (Focus On, p.2).
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

82
The findings provided insight into the realization that students are raised differently,
thereby requiring a different more culturally relevant approach to teaching these diverse students
in order to maximize their learning. At the Recovery Academy, high expectations for student
achievement are communicated, and students have the feeling that their teachers want them to
succeed.
Research question two sought to identify the programs in place at the Recovery Academy
that had an impact on high-achieving male students. As indicated by Ravitch (2010), curriculum
and instruction are methods for school improvement. The Restorative Justice classes that are
offered at the Recovery Academy provide programs for students to find alternative ways to
handle their problems successfully. According to the school’s vision, students are assisted with
developing a plan for life after high school professionally and academically for the students to
become empowered citizens who are also socially responsible.
Student engagement and collaboration provided the students with a sense of ownership in
their acquisition of knowledge. The research found that when students were given the tools to
navigate their academic success, the result was an increase in academic performance and
attendance rates.
The third research question sought to determine how leadership in outperforming schools
creates and fosters a climate of high-achievement for African American male students. Daggett
and Jones (2008) suggested that as administrators develop and nurture positive relationships,
they cannot make assumptions when working with students who live in poverty. Understanding
the needs of students was the first order of priority at the Recovery Academy. It was evident
from the interviews with the assistant principal and teachers that the leadership at this Academy
supports the academic achievement of African American male students. During a survey, the
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

83
teachers emphasized their appreciation for the financial support they received through the
funding of ongoing professional development. The funding was allocated in support of teachers
and staff who provided for the academic, social, and economic needs of students at the Recovery
Academy.
Limitations and delimitations of this case study are to be noted. First of all, a single
school with an enrollment of 316 students was randomly selected and studied over a period of 5
months. The participation in this study was voluntary and the data collection was limited to the
personal perspective and interpretation of the researcher. Besides this, the thematic dissertation
group established the criteria for the study, and the data collection instruments concentrated on
answering the three research questions. Therefore, the findings in the study cannot be
generalized in reference to other schools. The findings do, nevertheless, contribute to the current
research on the impact outperforming schools have on the high-achievement of African
American male students.
Implications for Practice
The themes that emerged from the study included culturally relevant support to engage
African American male students, motivation and encouragement embedded in instructional
practices, teachers being trained and well equipped in order to maximize learning opportunities
for African American males, the need for students to feel valued by their teachers, and
administrator’s provision of support for professional development opportunities. The case study
provides insights into five implications for practice.
The first implication for practice is that the school site and its staff must continue to make
learning relevant to the students being taught. It is crucial that teachers, administrators, and other
support staff at the Recovery Academy not make assumptions regarding the needs of its students
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

84
based on their culture. If students from poverty are expected to perform as well academically
and socially as students from more affluent areas, the tools for them to be successful must
continue to be provided for them. The teaching staff at the Recovery Academy regularly made
learning meaningful for African American male students at their site, and it is important that this
practice continues in order to empower the students to become more astute as citizens.
The second implication for practice is that motivation and encouragement must be
embedded within the instructional practices. The value of motivation and encouragement was
made evident during a classroom observation at the Recovery Academy when the teacher offered
individual support to students in order to ascertain their understanding and to monitor student
engagement. When working collaboratively with their peers, students were inspired to hold each
other accountable for their behavior and responsibility towards the group. It is important for
teachers and students to understand and act in accordance with the behavior expectations at the
Recovery Academy.
The third implication for practice is for teachers to be well trained and equipped in order
to maximize learning opportunities for African American male students. Not only do teachers at
the Recovery Academy hold graduate degrees, but it was highlighted in an interview with a
teacher at the site that additional training was always welcomed as a means for gaining insight
into the most advantageous ways to serve minority students.
The fourth implication for practice is to recognize the necessity for students to feel valued
by their teachers. The assistant principal at the Recovery Academy was prominent in creating an
atmosphere where students felt valued as individuals. She invested time to listen as students
expressed their needs, and she offered the students suggestions on how to successfully navigate
working things out for themselves. The assistant principal offered the students her support, and
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

85
She encouraged community building as a useful method for the students to engage in dialogue in
order to tell their story. Students were allowed the opportunity to feel connected and valued as a
member of a larger group who understand and care about one another.
The fifth implication for practice is the importance of district and local funding to support
programs for African American male students. According to survey data, teachers expressed
appreciation for the funding that was allocated in support of teachers and staff who provided for
the academic, social, and economic needs of students. Because of the ongoing professional
development, teachers at the Recovery Academy were given the opportunity to make a
difference in the lives of their students.
As I reflect on the study, the following recommendations are suggested:
1. The teaching and support staff need to be aware of what instructional practices,
leadership practices, and programs are available and best suitable to influence and
support the achievement of their students.
2. Explore the potential for high-poverty schools with high minority student
populations to achieve at high levels of academic performance.
3. Understand and address the issues related to equity and provide funding to ensure
equality.
4. Examine leadership practices.
5. Replicate this case study in a similar urban school setting to determine the validity
of findings.
Conclusion
At the onset of this study, my understanding was that outperforming schools were safe
havens for high-performing students to perform in isolation. However, I have learned that this
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

86
line of reasoning was a fallacy. Some of the highest achieving students daily face poverty,
crime, homelessness, and other barriers that might interfere with their academic performance. In
harmony with the ever increasing body of research, however, it has been determined that all
students and schools can achieve at high levels provided the right combination of resources and
strategies are in place.
First of all, there has to be someone qualified to teach the students, and preferably
someone who is culturally sensitive and aware of the diverse needs of the students that are being
taught. Teachers have to also evaluate their own cultural beliefs and care enough about students
to make a positive difference in the lives of the students. When students have the feeling that
someone cares about whether or not they succeed, they are empowered to persevere when faced
with obstacles.
As the United States of America finds itself faced with seemingly insurmountable
challenges, educating its children should not be one of the challenges. In fact, students should be
a priority because they will be responsible one day for solving the problems of the world. We
must provide the youth of this 21
st
century with the tools and skills necessary for them to be
personally and socially productive citizens of the future.
Leadership, along with shared decision-making and financial support, is vital to any
program that is implemented to improve the academic outcome of all children. A collaborative
effort must also be in place to maximize the learning opportunities of students.

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

87
References
Amerein A., & Berliner, D. C. (2002). High-stakes testing, uncertainty, and student learning.
Education Policy Analysis, 10 (18).
Bidwell, A. (February 27, 2014). The History of Common Core State Standards. U.S. News
& World Report. [On-line] Available:
http://www.usnews.com/news/sprcial-reports/articles/2014/02/27/the-history-of-common
-core-state-standards
Bolman, L. G. & Deal, T. E. (2013). Reframing organizations. San Francisco, CA: Jossey-Bass
Publishers.
Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Chils Development, 6, 18-24.
Brooks, M., Jones, C. & Lotten, J. (2014). African American Male Educational Success Factors.
International Journal of Social Science Studies. Vol. 2, No. 2. Red Fame Publishing.
Brown v. Board at Fifty: “With an Even Hand” A Century of Racial Segregation, 1849-1950.
Exhibitions-Library of Congress. [On-line]
Available: http://loc.gov/exhibits/brown/brown-segregation.html
Chenoweth, K. (February, 2015). Improving Schools: What Works? Volume 72 No5,
16-20.
Culturally Responsive Pedagogy and Practice, Academy 1: Understanding Cultural
Responsibilities. (2008). National Center for Culturally Responsive Educational
Systems.
Daggett, R. & Jones (2008). The process of change-why change, what to do, and how to
do it. From Leading change in high schools, International Center for Leadership in
Education.
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

88
Darling-Hammond, L. (1999, November). Making relationships between standards, frameworks,
assessment, evaluation, instruction, and accountability. A Publication of the California
Professional Development Consortia. (21), 1-9.
Darling-Hammond, L. (2000). Teacher Quality and Student Achievement: A Review of State
Policy Evidence. Resources in Education. Vol. 8 No. 1, 1068-2341.
Datnow, A., Park, V. & Wohlstetter, P. (2007). Achieving with data. How high-performing
school systems use data to improve instruction for elementary students.
EdSource. (1999). What to expect from California’s new school accountability law. Report.
Edwards, V. B. (Ed.) (1999). Quality counts: Rewarding results, punishing failure (Special
issue). Education Week, 17-18.
Edyburn, D. (2006). Failure is not an option: Collecting, reviewing, and acting on evidence for
using technology to enhance academic performance. Learning and Leading With
Technology, 34 (1), 20-23.
Executive Order-White House Initiative on Educational Excellence for African Americans
(2012). [On-line] Available: https://www.whitehouse.gov/the-press-offoce/2012/07/26/
executive-order-white-house-initiative-educational-excellence-african-am
Falk, B. (2002, April). Standards-based reforms; Problems and possibilities, Phi Delta Kappan,
83 (8), 612-620.
Forsten, Grant, & Hollas. (In progress). The 7 Building Blocks of Differentiated Instruction.
[On-line] Available: http://www.sde.com/Conference/Differentiated-Instruction/
Downloads/Dl/7BuildingBlocksOfDl.pdf.
Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.
Gallimore, R & Goldenberg, C. (2001). Analyzing Cultural Models and Settings to Connect
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

89
Minority Achievement and Social Improvement Research, Educational Psychologist,
36; 1, 45-56.
Good, T. L. (1987). Two Decades of Research on Teacher Expectations: Findings and Future
Directions. Journal of Teacher Education No. 38, pp. 32-47.
History of the Common Core State Standards. Share my lesson. [On-line} Available:
http://www.sharemylesson.com/article.aspx?storycode=50000149
Jerald, C. D. (December, 2006). Issue Brief. School Culture: “The Hidden Curriculum.”
Washing, DC: The Center for Comprehensive School Reform and Improvement.
www.centerforcsri.org.
Journal of Blacks in Higher Education (2008). News We Lose: Black Student Gains.
Kluth, P., & Straut, D. (2001), September). Standards for diverse learners. Educational
Leadership, 43-46.
LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental Involvement: The missing Link in
School Achievement, 55 (3), 115-122.
MacIver, M. & Farley, E. (2003). Bringing the district back in: The role of the central office in
improving instruction and student achievement. (Report No. 65). Baltimore, MD: Center
for Research on the Education of Students Placed at Risk.
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From
research to results. Alexandria, VA. ASCD Publishers.
Maxwell, J. A. (2013). Qualitative research design: An interactive approach. (Applied Social
Research Methods Series, Volume 41). Thousand Oaks, CA: Sage.
Merriam, S.B. (2009). Qualitative research: A guide to design and implementation. Revised
and expanded from qualitative research and case study applications in education. San
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

90
Francisco, CA: Jossey-Bass Publishers.
Metropolitan Center for Urban Education. (2008). Culturally Responsive Differentiated
Instruction Strategies. [On-line] Available: www.steinhardt.nyu.edu/metrocenter.
No Child Left Behind. (2001). The White House. President George W. Bush. [On-line]
Available: http://whitehouse.gov/news/report/text/no-child-left-behind.html
No Child Left Behind Act of 2001, P.L. 107-110, 20 U.S.C. 6319 (2002).
Ragland, M., Clubine, B., Constable, D., & Smith, P. A. (2002). Expecting Success: A study
Of five high performing, high poverty schools. District of Columbia: Council of Chief
State School Officers.
Ravitch, D. (2010). The death and life of the Great American School, Basic Books (a member of
Perseus Books), New York, NY (chapters 2 & 11).
Roach, R. (2001). In the academic and think yank world, pondering achievement-gap remedies
takes center stage. Black Issues in Higher Education, 18 (1): 26-27.
Smith-Maddox, R., & Solorzano, D. G. (2002). Using critical race theory, Paul Freire’s
problem-posing method and case study research to confront race and racism in
education. Qualitative Inquiry, Volume 8, 66-84. Sage Publishers.
Steele, J. L., Murnane, R. J., & Willett, J. B. (2009). Do financial incentives help
low-performing schools attract and keep academically talented teachers? Evidence from
California
The Brown Center Report on American Education (2015). How well are American students
learning?
Togneri, W. & Anderson, S. E. (2003). Beyond islands of excellence: What districts can do to
improve instruction and achievement in all schools. Washington, DC: The Learning
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

91
First Alliance and Association for Supervision and Curriculum Development.
Toshalis, E. & Nakkula, M. (2012). Motivation, Engagement, and Student Voice: The Students
At the Center Series.
U.S. Department of Education. (2010). A Blueprint for Reform: The Reauthorization of the
Elementary and Secondary Education Act, Washington, DC: 2010. [On-line]
Available: http://www.2.ed.gov/policy/elsec/leg/blueprint/.
U. S. News & World Report. (2014). The History of Common Core State Standards. [On-line]
Available: http://www.usnews.com/news/special-reports/articles/2014/02/27/the-history-
of-common-core-state-standards.

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

92
Appendix A
Survey Protocol
Name (optional)
______________________________________________________________________

Survey Items
5-
Strongly
Agree

4-
Agree

3-
Neutral

2-
Disagree
1-
Strongly
Disagree
1. Culturally relevant support resources are
necessary in order to engage African
American boys.

2. Teachers are the most important
determinants in student success.

3. Motivation and encouragement should
be embedded in your instructional
practices.

4. High performance expectations are
encouraged in African American males.

5. Effective instructional strategies meet all
learning styles.

6. Teachers must be equipped with a well-
rounded arsenal of instructional
strategies to maximize their effectiveness
and to increase African American males’
learning opportunities.

7. Students need to feel valued by their
teachers in order to have a sense of
connectedness.

8. When students receive instructional
strategies from inexperienced teachers, it
negatively impacts their achievement.

9. Instructional efforts are focused on
closing the achievement disparity of all
students.

10. Students who experience behavioral
issues are often difficult to support
instructionally.

11. Instructional practices include a
relationship to career and college
readiness.

12. Instructional practices are rigorous and
have an emphasis on postsecondary
readiness.

13. Schools must provide students with after
school academic resources.

14. Schools should provide students with
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

93
mentors that are demographically similar
to the students they are serving.
15. Involvement in extra-curricular activities
improves students’ self-efficacy.

16. Academic progress indicates the
effectiveness of non-academic programs.

17. Students should be required to
participate in extra-curricular programs.

18. Parental involvement is paramount in
determining the effectiveness of school
programming.

19. African American male students are more
motivated when they are involved in
supplemental school programs and can
determine the relevancy of such
programs.

20. Administrators are the instructional
leaders at my school site.

21. Administrators discuss the success of
African American males with staff and
stakeholders.

22. Administrators discuss the lack of
progress for African American males.

23. Administrators make the success of
African American males a priority at the
school site.

24. Administrators set the vision of the
school to include African American males.

25. Administrators financially support
programs for African American males.

26. Administrators value African American
males at the school site.

27. Administrators review school data to
measure the progress of African
American males.

28. Administrators prioritize to create
programs to support academic
achievement for African American males.

29. Administrators prioritize programs to
connect African American male students
to the learning culture of the school.

30. Administrators hire African American
staff members.

31. Administrators provide professional
development in support of African
American males’ academic achievement.

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

94
Appendix B
University of Southern California
Rossier School of Education
3470 Trousdale Parkway
Los Angeles, CA 90089

INFORMATION/FACTS SHEET FOR NON-MEDICAL RESEARCH

Outperforming Urban Schools: Yielding Positive Results for African American Male
Students

You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study. You
should ask questions about anything that is unclear to you.

PURPOSE OF THE STUDY
The purpose of the study is to identify the impact programs, instructional practices and
leadership have on African American male students’ achievement in K-12 schools. This study
will add to existing literature by specifically identifying how the school implements effective
programming that supports and enriches the curriculum and the impact leadership has on both
educators and students. Researchers will be looking at the programs, instructional support, and
leadership styles that exist at the school site.

Your participation is voluntary. Your relationship with USC and/or your school/district will not
be affected, whether or not you participate in this study.

PARTICIPANT INVOLVEMENT
If you agree to participate, you will be asked to complete a brief multiple-choice survey. The
survey is anticipated to take no more than 10 minutes to complete.

You may also be asked to participate in an interview; the interview may be audio-recorded with
your permission and is anticipated to take 30 minutes to complete.

You will be asked to allow researchers to observe the general school environment, classroom
instruction, staff meetings, leadership meetings, and parent meetings.

CONFIDENTIALITY
Any identifiable information obtained in connection with this study will remain confidential and
will be disclosed only with your permission or as required by law. The data will be coded with a
false name or pseudonym. The survey and observational data will not contain identifiable
information; interview data will be coded and any identifiable information will be kept
separately from your responses.

The data will be stored on password-protected computers and held for three years after the study
has been completed. After three years, all data will then be destroyed.
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

95

When the results of the research are published or discussed in conferences, no identifiable
information will be used.

INVESTIGATOR CONTACH INFORMATION
Co-Investigators, Maria Ott via email at mariaott@usc.edu; Peggy Dunn via email at
pdunn@usc.edu; Stuart Gothold via email at gothold@usc.edu; Patrice Payne via email at
patriceapayne@gmail.com; Kay Stephens via email at kaysteph@usc.edu or Crechena Wise via
email at crechena.wise@abcusd.us

IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702 (213) 821-5272 or upirb@usc.edu

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

96
Appendix C
Observation Protocol
Date: _________ Course/Grade: _______________ Teacher: _______________
Box 1: To what extent is the practice observed?
1= Not Evident 2= Mildly Evident 3=Highly Evident
Classroom Practices
connection to students’ lives
connect to prior knowledge
modeling/demonstration
guided practice
independent practice/homework
culturally relevant readings/examples
kinesthetic learning opportunities
clear redirection to correct behavior
monitoring with feedback & correctives
positive reinforcements & recognition
structured academic talk by students
develop personal relationships with students
high expectations
opportunities for competition among students
identify similarities & differences
differentiating lessons
review/reteach
jigsaw/reciprocal teaching
use of academic vocabulary
teacher specifically focuses on African American
male students

Check for Understanding Strategies

allows calling out
random, non-volunteers
volunteers
assessment
teach another
exit cards
Other: __________________________________________
_____________________________________________________
Student Behavior
Active participation
Seeks out help from the teacher
Self-starter
Level of A.A. Male Student
Engagement

engaged (active): ___
compliant (passive): ___
disengaged: ___
rebellious: ___

Student Grouping

individual
pairs
small group cooperative learning
whole class
heterogeneous: ___________________
homogeneous: ____________________

Student Activity

worksheets
note-taking
writing
summarizing
presentations
bookwork
individual PBL
collaborative PBL
performance task

Curriculum Resources

core materials
supplemental
teacher-created/aligned
online resource
student-generated

Rigor Level of Instruction

create
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

97
Collaborates with peers in classroom
Communicates often with teacher
Contributes to class discussions
Other: _________________________________
______________________________________________
Classroom Environment (take photos for set-up)
standards-based objective posted
Traditional
Non-Traditional: _________________________
______________________________________________
Student Demographics
Number of Students: Male:
Instructional Programs
Sped: EL: GATE:
Race/Ethnicity
AA: A: H:

Student Demographics ______________________________
Race/Ethnicity ______________________________________

Teacher Behavior:

evaluation
synthesis
analysis
application
comprehension
knowledge
below grade level
DOK 1
DOK 2
DOK 3
DOK 4
Female:

Accelerated: GE: Remedial:

W: O:

Student Behavior:

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

98
Appendix D
Documentation Review
RQ 1: What instructional practices exist in outperforming urban schools with high-
achieving African American males?
Master Calendar
Daily Schedule
Mission Statement
School Plan
School Accountability Report Card (SARC)-state mandated
Display of student work
Curriculum Guide
Parent Handbook
Student Handbook
Staff Handbook
Local Education Agency Plan (LEA)
School site council minutes
School website
Western Association of School and Colleges (WASC) Accreditation
Departmental meeting notes/agenda
Student work/portfolio

RQ2: What programs exist in outperforming urban schools with high-achieving African
American males?
School Plan
List of faculty
Fundraiser forms
District budget/fiscal year
SARC
Fundraisers
Grants
Material Allocation
Personnel

RQ3: How does leadership in outperforming urban schools create and foster a
climate of high achievement for African American male students?
Master Calendar
Daily Schedule
Mission Statement
School Plan
School Accountability Report Card (SARC)-state mandated
Display of student work
Curriculum Guide
Parent Handbook
Student Handbook
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

99
Staff Handbook
Local Education Agency Plan (LEA)
School Site Council minutes
School website
Western Association of School and Colleges (WASC) Accreditation
Departmental meeting notes/agenda
Student work/portfolio
Departmental meeting notes/agenda
Leadership team meeting notes
Team meeting notes

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

100
Appendix E
Interview Protocol
Thank you for agreeing to participate in my research study and setting aside time to answer my
questions. The interview should take no longer than an hour.

Before we begin, I would like to remind you of the purpose of my study and answer any
questions you may have about participating. I am currently enrolled at the University of
Southern California as a doctoral student participating in a qualitative research study on high-
achieving African American male students in a high performing urban school setting. You are
eligible to participate because your school has been identified as exemplary in the areas of
academic success for African American males. The research study as a whole focuses on the
role schools play in the success of African American male students. The particular interest is in
understanding how academic programs support students, how the programs assess student
learning, and whether we can begin to share what we know about making a difference in
education for African American males. I am particularly interested in understanding the
experiences high-achieving African American male students have in school and to learn more
about the integral roles stakeholders play in their academic success.

None of the data that is collected will be shared with other staff members or stakeholders. In
fact, I would be happy to provide you with a copy of my final paper if you are interested. Do
you have any questions about the study before we get started? If you don’t have any (more)
questions, I would like to have your permission to begin the interview at this time.

To complete note taking and data collection, I would like to audio tape our conversation. Only
researchers on the study will have access to the tape. May I have your permission to record our
conversation?

Your participation is voluntary, and you may stop at any time. This interview is designed to last
no longer than one hour. During this time, we have several questions that we would like to
cover. I appreciate your time and sharing of your perspectives and practice. Thank you for
agreeing to participate.

AFRICAN AMERICAN MALES IN URBAN SCHOOLS

101
Research Questions
1. What instructional practices exist in outperforming schools with high-achieving
African American males?
2. What programs exist in outperforming schools with high-achieving African American
males?
2. How does leadership in outperforming schools create and foster a climate of high
achievement for African American male students?
Interview Questions
1. Tell me about yourself in terms of education and experiences in working in
public/private schools.
2. Follow-up Question: Briefly share your professional experience working with this
specific demographic: African American male students.
3. Do you believe that teaching African American male students requires a different
approach than other students require? (Interpretive)
4. How does your organization strategically create pathways to ensure African
American male students are successful? (Interpretive)
5. What do you believe hinders African American males from academic success?
(Devil’s advocate)
6. How does the school support African American male students who require additional
programming support due to insufficient parental involvement? (Interpretive)
7. How do society and social ills affect the way teachers perceive and address African
American males’ behaviors?
AFRICAN AMERICAN MALES IN URBAN SCHOOLS

102
8. Follow-up: How do society and social ills affect the way African American male
students perceive and interact with teachers and administrators? (Interpretive)
9. Describe an instructional strategy you use that research proves to be successful when
teaching African American male students. Share your experience implementing
teaching this strategy in your teaching and the support it provides African American
male students. (Interpretive)
10. Describe what role you play in the success of African American males at the site.
(Ideal Position)
11. How does your school use culturally relevant pedagogy to increase African American
male students’ engagement and self-efficacy?
12. In a perfect world, what resources are necessary to support African American males’
academic success at your site? (Hypothetical)
13. I am wondering if there is anything that you would like to add to our conversation
today that I might not have covered.
Closing
Thank you so much for sharing your thoughts with me today. I really appreciate your
time and willingness to share. Everything that you have shared with me today is really beneficial
to my study. If I find myself with a follow up question, might I be able to contact you, and if so,
does email meet with your approval? Again, thank you for participating in my study.

Abstract (if available)

Abstract This qualitative study was designed to examine outperforming urban schools in which African American male students demonstrated academic success. Nationally, however, there exists a gap in achievement in urban school settings that persists between African American males and their peers. The purpose of this study was to describe programs, practices, and processes that were provided for African American male students in outperforming urban schools. Data collection was conducted via surveys and interviews of instructional staff, document analysis, and classroom and campus observations. These data were triangulated to determine perceived impacts of stakeholders on the achievement of African American male students. The research questions for this study were as follows: 1. What instructional practices exist at outperforming schools with high-achieving African American males? 2. What programs exist in outperforming urban schools with high-achieving African American males? 3. How does the leadership in outperforming schools create and foster a climate of high achievement for African American males? Findings from this study indicated that the high-achievement of African American males was fostered by those in leadership positions at the Recovery Academy. The leadership functioned as a partnership where each member shared leadership responsibilities. The themes that emerged from this study were culturally relevant support to engage African American male students, motivation and encouragement embedded within instructional practices, teachers being well equipped in order to maximize learning opportunities for African American males, and administrator's provision of support for ongoing professional development.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Outperforming nontraditional urban school: a high school case study

PDF

A case study of an outperforming urban magnet high school

PDF

Outperformance in a nontraditional urban elementary school: a case study

PDF

Overcoming urban challenges: a succesful case study

PDF

Outperforming urban schools that are closing the achievement gap: a case study of Phoenix High School

PDF

Narrowing the achievement gap: a case study of one outperforming urban school making a difference

PDF

Outperforming nontraditional urban school: a success case study

PDF

Rising above expectations: a case study of an outperforming urban nontraditional school

PDF

Narrowing the achievement gap: a case study of an urban school

PDF

Factors contributing to outperformance in nontraditional urban schools: a case study of a public elementary school with a dual immersion program

PDF

Student engagement in a high performing urban high school: a case study

PDF

Factors including student engagement impacting student achievement in a high performing urban high school district: a case study

PDF

Against all odds: a case study of an outperforming nontraditional urban charter school

PDF

A case study of student engagement in a high performing urban continuation high school

PDF

The role of student engagement in a certified Linked Learning school

PDF

Model of excellence: a qualitative case study of an outperforming magnet middle school

PDF

Factors contributing to the high performance of an urban high school

PDF

The factors present in an outperforming charter middle school: a case study focusing on promising practices, school leadership, and cultural norms

PDF

Look into an outperforming non-traditional urban high school: what's their secret?

PDF

Narrowing the achievement gap: a case study of one outperforming urban high school

Asset Metadata

Creator Stephens, Kay L. (author)

Core Title The plight of African American males in urban schools: a case study

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/28/2017

Defense Date 03/14/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag African American males in urban schools,OAI-PMH Harvest

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Ott, Maria (committee chair), Gothold, Stuart (committee member), Hocevar, Dennis (committee member), Robles, Darline (committee member)

Creator Email kaysteph@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-367846

Unique identifier UC11255881

Identifier etd-StephensKa-5294.pdf (filename),usctheses-c40-367846 (legacy record id)

Legacy Identifier etd-StephensKa-5294.pdf

Dmrecord 367846

Document Type Dissertation

Rights Stephens, Kay L.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA