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An examination of the possible selves of African American males in grades 9-12 and the educational systems that contribute to their positive and negative perceptions

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An examination of the possible selves of African American males in grades 9-12 and the educational systems that contribute to their positive and negative perceptions

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Content Running head: POSSIBLE SELVES OF AFRICAN AMERICAN MALES 1 AN EXAMINATION OF THE POSSIBLE SELVES OF AFRICAN AMERICAN MALES IN GRADES 9-12 AND THE EDUCATIONAL SYSTEMS THAT CONTRIBUTE TO THEIR POSITIVE AND NEGATIVE PERCEPTIONS by Crystal Juanita Adams 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 August 2016 Copyright 2016 Crystal J. Adams POSSIBLE SELVES OF AFRICAN AMERICAN MALES 2 Dedication A gospel singer, Deitrick Hadden, wrote a song titled “Love Him Like I Do”, that eloquently describes my admiration and reverence for GOD. Hadden proclaims in his powerful lyrics, “GOD saved me from myself when no one else was around, and it was only by HIS grace, HIS mercy, HIS favor, because I know I don’t deserve all the love HE showed, how HE let me know, HE’s never going to leave my side... Came to my rescue when I needed help. You want to know why I love HIM like I do? When my enemy said I was through, HE took me from the bottom, put me on the top, HE laid his hand on me and now I can’t be stopped.” For everything that I am and will ever be is because of HIS eternal grace and mercy. For my mother, Michelle Brown Adams, your resilience was inspiring and your love surpassed comprehension. I am eternally grateful. Promise fulfilled. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 3 Acknowledgements On this journey, I have been blessed to have God place people in my life at the right time and give me exactly what I need to continue moving forward. First, I am beyond grateful for my family who has provided me with immense love, encouragement, and support. My aunts, Rowena, Treva, Karen, and Michele, thank you for taking on some of the work my mother left behind, I owe much of the woman I am to each of you. To my sister and friend, Zenae, thank you for walking with me on this journey; you have provided encouragement when I lost sight of my goals, traveled with me when I needed a break, and given scolding when I tried to give up. Your friendship is one of my most prized possessions, and I thank God for you. To my cousin, Carolyn, there are some things that do not need an explanation for your love for me runs as deep as the love I have for you; thank you for everything. Charles, my kindred spirit and eternal friend, the only thing that rings true for the both of us is “Dreams do come true”; thank you for the unending support and sharing your mom with me. To Ms. Simmons, it is rare in this life you encounter someone who roots for you as if it were themselves. Your support and encouragement have done more for me than you will ever know. You often talk about your assignment; unbeknownst to you, I was one of those people bestowed upon you to provide guidance. Thank you Aaron for being a perfect demonstration of a friend, I value you for simply being a constant in my life. Sharone, thank you for your flexibility; for you have been a mother, friend, therapist, and doctor. Words cannot describe my love for you. Bobette, thank you, for no other words would suffice for the guidance you unconsciously provided through your actions. It would be amiss for me to not name the many people who have contributed to my success in this journey. Thank you to my sisters Tracey, Felicia and Tiffiney; my friends Alexandria, Jeris, Shanika, Natalie; and Shatira, your support means the world to me. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 4 To my writing warriors and partners in education; Dr. Brenda Green and future Dr. Marquisha Flowers, I do not remember the day nor time that we met but I know for sure it was meant to be. You have been there with and for me whenever I have called upon you. and I am grateful being on this journey with you. To my dissertation chair, Dr. Sylvia Rousseau, thank you for being hard on me. Thank you for molding me as a writer and student. Thank you for the many courageous conversations. Thank you for being a model of the woman I hope to become. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 5 Table of Contents Dedication 2 Acknowledgements 3 List of Tables 7 Abstract 8 Chapter One: Background Of The Problem 9 Statement of the Problem 12 Purpose of the Study 13 Research Questions 14 Significance of the Problem 14 Limitations and Delimitations 15 Definition of Key Terms 15 Chapter Two: Literature Review 17 Section I: Black Males in School, Self Esteem, Possible Selves, and Identity 18 Possible Self 19 Identity Development 22 Section II: Chronosystem 24 Section III: Effects of Societal Oppression 26 Consequences of Negative Possible Self/Identity 26 High School Drop Outs 26 Prison System 27 Gender Imbalance/Family Structure 28 Section IV: The Power of the Microsystem 29 Disadvantages in the Microsystem 30 Assets within the Microsystem 34 Section V: Alternative Models to Positive Possible Selves 37 Parenting Styles 38 Black Colleges and Universities 39 Conclusion 40 Conceptual Framework 41 Chapter Three: Methodology 42 Statement of the Problem 42 Purpose of the Study 42 Research Questions 43 Research Design 43 Sample Population 45 Instrumentation 47 Research Theory 48 Creditability and Trustworthiness 49 Meeting Ethical Guidelines 49 Ethical Considerations 50 Data Analysis Procedures 50 Summary 51 Chapter Four: Findings 52 Research Question #1 52 Survey 53 Observations 63 Interviews 67 Research Question #2 74 POSSIBLE SELVES OF AFRICAN AMERICAN MALES 6 Survey 75 Observations 75 Interviews 82 Research Question #3 89 Survey 89 Observations 90 Summary 94 Chapter Five: Summary, Conclusions, And Implications/ Recommended 96 Summary of Findings 97 Implications/Recommendations for Practice 102 Recommendations Future Research 103 Conclusion 104 References 105 Appendix A: Rosenberg Self Esteem Survey 114 Appendix B: Interview Questions 115 Appendix C: Possible Selves Questionnaire 116 Appendix D: Consent Form 118 POSSIBLE SELVES OF AFRICAN AMERICAN MALES 7 List of Tables Table 1: Instruments 44 Table 2: Individual Scores Per Question for Both Schools Combined 53 Table 3: Rose High School Male Responses by Percent 55 Table 4: Bow High School Male Responses- Percent 56 Table 5: Positively Worded Questions 56 Table 6: Negatively Worded Questions 57 Table 7 Participant Profiles 64 POSSIBLE SELVES OF AFRICAN AMERICAN MALES 8 Abstract Consistent with contemporary and historical research, the findings in this study suggest that Black males need additional support in successfully navigating through the negative images about themselves and the many micro-aggressions they face in society and school in order to reach their hoped for future. Consequently, it is necessary for educational institutions to be structured in a way that fosters in African American males a positive perception of themselves so they envision positive perceptions of their “possible selves.” In a qualitative grounded theory study, conducted through surveys, interviews, and classroom observations of African American males in two different high schools, the study provides findings and recommendations that can contribute to the body of knowledge for supporting educators in structuring school environments that nurture positive “possible selves” for African American male students. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 9 CHAPTER ONE: BACKGROUND OF THE PROBLEM When the well being of Black men is threatened the entire Black community is at risk. Lawrence E. Gary During the 1980’s several authors began to characterize Black males as endangered species because of their disproportionate risk of failure in school and decreasing life chances (Jordan & Cooper, 2002). Kunjufu (1986) claimed the public school system holds the most responsibility for Black males being placed in a state of perpetual destruction. Schools bear a major responsibility for the disparate academic outcomes between African American males and White middle class students. Nationally, for the 2012-2013 school year, the graduation rate for Black Boys was 59%, while the graduation rate for White males 80% (Schott, 2015). In the Los Angeles School District Black males have a graduation rate of 41% and White males have a rate of 63%. Schools across the nation have similar statistics that demonstrate a need to address the causes of what some refer to as the “achievement gap” among Black and White boys (Schott, 2015). Black males are disproportionately represented within special education programs; they are 1.5 times more likely to be placed in specific programs without clear definitions than any other racial or ethnic group (Codrington & Fairchild, 2012). They represent 20 percent of suspensions in the US, surpassing all other subgroups (Civil Rights Data Collection, 2012). Schools’ denial of equal educational access to African Americans is deeply rooted in American culture. As early as the Colonial period, when Whites in America enslaved Blacks from Africa, they portrayed Black people as less than human and inferior to their White counterparts. This negative mindset has had a lasting influence on the nation’s perception of where Black people belong in the societal structure (Bourdieu, 1973). During and after slavery, Blacks faced multiple oppressions to attain equal rights. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 10 In 1896, the landmark case of Plessy vs. Ferguson brought a ruling whose concept still prevails in education in the 21 st century. Its premise was that segregation based on race was not discrimination, as long as the facilities were “separate but equal” (“History of Brown vs. Board of Education,” n.d.). However, the public facilities and educational institutions for African Americans were not then, nor have they ever been, equal. For example, Black schools are more susceptible to out of date materials, overcrowded classes, ill-prepared teachers, and condemned school conditions than schools for White students. The students in the lowest performing schools, primarily for minorities, experience unacceptable physical conditions in the classrooms such as lack of space, limited access to libraries and the Internet, broken toilets, and lack of facility maintenance (Glenn & Picus, 2007). The lack of up-to-date textbooks and instructional materials result in a less than desirable school experience for students. Many of California’s public schools serving a high percentage of minority students are undersupplied in the quality of instructional materials such as textbooks, computers, and other content specific materials needed to promote student achievement (Glenn & Picus, 2007). Students in these schools have limited access to qualified teachers; their schools are often overcrowded as well (Glenn & Picus, 2007). The inferior resources and supports in schools for Blacks have negatively impacted their opportunities to learn. The disparity among the institutions perpetuates the stereotypical theory that African Americans are inferior to their white counterparts. Several court cases were fought to illustrate the effects of the discriminative nature of legal segregation. For example, the case of Murray vs. Maryland in 1935, when the Supreme Court ruled in favor of an African American student seeking admission to law school, set a precedent of ruling against segregation. Eventually, after many legal battles, in the case of Brown vs. Board of Education (1954), the Supreme Court ruled POSSIBLE SELVES OF AFRICAN AMERICAN MALES 11 that the law of segregated schools violated the Constitution of the U.S. This case fought the inequality of schools separate based on race. The court ordered schools to desegregate with all due haste (Slavin & Madden, 2006); however, after the ruling, Blacks continued to face discrimination and continued to fight for interference from the government to ensure equal rights in education. The struggle for equality under the law has left lasting effects on the quality of life for African Americans, particularly the African American male, who was often the main target of racism and oppression. In addition to some victories in court there were some gains in the legislature during the 1960’s. In 1964-1965, President Lyndon Johnson signed the Civil Rights and Voting Acts in which discrimination in public places based on race and gender was prohibited, federal intervention was assigned to prevent segregation in schools, and all citizens were given the right to vote (Eskridge, 1991). President Johnson, in promoting this legislation, took the position that centuries of oppression could not be wiped away simply by declaring a person to be free, but that programs and policies were needed to establish fairness in society. Johnson’s war on poverty, however, changed to the war on drugs under the Reagan administration in the 1980’s accompanied a perspective on race known as “color blindness” (Crenshaw, 1988). Under the so- called war on drugs, black males suffered disproportionate casualties and mass incarceration (Alexander, 2012). The laws were unequally applied, with the heaviest punishments going to Blacks. Policies put in place under the Reagan administration were the beginning of a journey towards a regression to slavery in which schools were complicit (Alexander, 2012). Prison became the new form of slavery. Up to 80 percent of the AA males in cities across the nation now have criminal records that will affect them for the remainder of their lives, ultimately POSSIBLE SELVES OF AFRICAN AMERICAN MALES 12 “lock[ing them] out of mainstream society” (Alexander, 2012, p. 7). Schools have become a major means of ushering young Black males into prison by adhering to a “zero tolerance” policy, which required suspensions and expulsions of young Black males at an alarming rate. Many of expulsions and/or suspensions led to arrests, thereby creating the school-to-prison pipeline. Schools became a major means of reproducing the social constructs of society that put Black males at high risk and place them at the bottom of the social structure. Schools have played an active role in preserving the social order based on racism (Bourdieu, 1973). The educational system in the U.S. is a direct participant in lowering the status of Black males in society. The prisons of the U.S. are filled with Black men who are illiterate, high school dropouts, and victims of the state’s minimal dedication to the education of all students (Darling- Hammond, 2007). Noguera (2008) claims inadequate education is a deliberate attack on Black males as schools are organized in a way to reflect the oppressions of the society in which they are situated. Alexander (2012) postulates that in order to judge Black males accurately in the judicial system, there must be consideration for their attendance at poor schools and their limited academic opportunities. The meagerness of their education is a reflection of overt institutional racism that prevents Black males from succeeding in ways that promote their social standing and their well-being. The discrimination has consequently impacted African American males’ negative perceptions of themselves and the American educational institutions they attend (Noguera, 2008). Statement of the Problem Black males enter the educational system as young as four years old and are inducted into systems that contribute to their failure. They face institutional racism that results in a disproportionately large number of African American males in special education programs, while POSSIBLE SELVES OF AFRICAN AMERICAN MALES 13 they are underrepresented in gifted and talented education (GATE) and face suspension and expulsion at higher rates than any other subgroup (Bryan, N. & Ford, D., 2014). The barriers Black males face in educational institutions and society are harmful to their perceptions of self (Osyerman, D., Gant, L., & Ager, J., 1997). According to Hoyle and Sherrill (2006), the notion of “possible-selves” is a direct representation of how one will view him/herself in the future. This perception has a direct influence on motivation and behavior. If one views his possible self as negative, his behavior will demonstrate those beliefs; however, if one views his possible self as positive, his behavior and motivation will likely illustrate those perceptions. According to Adelabu (2008), African American males hold a belief that the negative influences they face in society and in educational institutions threaten their future negatively. The lack of a positive self- perception for their future has negatively impacted Black males and is reflected in their low graduation and college admittance rates, their disproportionately high incarceration rates, and the decreasing rates of patriarchal figures in the homes of African Americans. Purpose of the Study Research is available on Black males and their achievement, or lack thereof, in school; however, little research examines how the educational experience of African American males influences the notions of “possible-selves” constructed by African American males. The large disparities in African American males’ access to the educational setting and society have influenced the progress of Black males during and after they leave the high school setting. It is necessary to identify key contributors to the possible selves AA males develop to construct school settings that enable African American males to develop positive perceptions of themselves in the present and in their possibilities for the future. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 14 This research has the potential of influencing teachers, school administrators, and policy makers, to make changes in the educational system to adequately serve a subgroup that has been persistently underserved. Hopefully, this study will provide additional insights into the conditions of the AA male in the K-12 setting and contribute to a move for change in systemic practices and the preparation of future teachers to provide appropriate educational opportunities for African American males. AA males deserve an adequate education that is parallel to their White counterparts; however, there has been little improvement to address their needs. Research Questions To fulfill the purpose of the study, it focuses on the following questions: 1. How do Black males perceptions of themselves in grades 9-12 influence their perception of their “possible-selves” in the future? 2. What factors do Black males in the 9-12 grade school setting perceive to be contributors to their positive possible selves, beyond existing stereotypes? 3. What factors do African American males in the 9-12 grade school setting perceive to be contributors to perpetuate their negative notions of their “possible selves”? Significance of the Problem The stark social context for African American males that include lower rates of educational advancement, socioeconomic status, and societal standing negatively impacts their ability to construct and maintain a positive possible self (Osyerman et al 2005). The low number of Black males attaining college degrees renders them less capable of providing financially for themselves and their families. The low income potential widens the socioeconomic gap between Blacks and other races (Blanchett, 2006). The socioeconomic gap is often associated with the amount of violence in a community. Without an education many Black males often seek illegal POSSIBLE SELVES OF AFRICAN AMERICAN MALES 15 schemes to gain financial income to survive. This fact is supported through the statistics of the National Association for the Advancement of Colored People (NAACP). The NAACP asserts that in the U.S., one out of every six Black men has been arrested as of 2001, and if the trend continues they postulate that one of every three Black males born today can expect to spend some time of their life in prison (2014). Addressing the injustices in the educational system has the potential to positively impact the Black males standing in the nation’s social structures. Education has the ability to change the way in which Black males see the possibilities for the future, thus changing their outcomes in the future. Limitations and Delimitations There are several limitation and delimitations in this study; the data validity is dependent on the reliability of the instruments of measurement for the data collection. This study is also limited to African American students in two school districts in California; consequently, the small number of participants and the convenience method of sampling may decrease the ability to generalize the findings. Additionally, the study is limited to the participants who agree to be interviewed and teachers who agree to have students observed in their classrooms. Participants in this study will be African American male high school students. Definition of Key Terms Black/African Americans/AA: For the purpose of this study the three terms will be used interchangeably. Possible-Selves: Future self-representation; imagined representations of the self in the future. (Hoyle & Sherrill, 2006) Social-Cognitive Theory: Theory by Albert Bandura that proposes learning takes place in social context and much of learning is acquired through observation (Denler, Walters, & Benson, 2006). POSSIBLE SELVES OF AFRICAN AMERICAN MALES 16 Socio-Cultural Theory: Educational theorist, Lev Vygotsky, put forth the Sociocultural theory, which posits the social and cultural interaction one has with others, particularly between novices and experts (parent and child or teacher and student) has an influence on the mental functioning and processes of a person (Scott &Palincsar, 2006). POSSIBLE SELVES OF AFRICAN AMERICAN MALES 17 CHAPTER TWO: LITERATURE REVIEW In spite of the efforts of the Civil Rights Movement to bring about equality for all races and genders, Black males have continuously struggled to attain access to equality in the U.S. society. The challenges Black males faces in regards to their rights have negatively impacted their ability to progress in the United States. According to Raphael (2006) the socioeconomic status of Black men has become progressively worse over the last 30 years. The disparities in education are major contributors to the low socioeconomic status of AA males. Nationally, for the 2012-2013 school year Black Boys had a graduation rate of 59% while White males had a graduation rate of 80% (Schott, 2015). In the Los Angeles School District Black males have a graduation rate of 41% and White males have a rate of 63%. Schools across the nation have similar statistics that demonstrate a need to address the achievement gap among Black and White boys (Schott, 2015). With limited access to what are considered gateways to success, AA males are falling behind their female counterparts and other ethnic groups. In contrast, Black males are the leading subgroup for punitive consequences in school and society as a whole. The high percentage of Black males’ disproportionate suspension rates, high school drop out rates, and incarceration rates are indicators of the continuing limited quality of life for the Black male in the US society. Black males are the leading victims of the injustices within special education programs; they are 1.5 times more likely to be placed in specific programs without clear definitions than any other racial or ethnic group (Codrington & Fairchild, 2012). They represent 20 percent of suspensions in the US, surpassing all other subgroups (Civil Rights Data Collection, 2012). The NAACP reports, that in the U.S., one out of every six Black men had been arrested as of 2001, and if the trend continues, they postulate that one of every three Black males born today can expect to spend some time of their life in prison (2014). POSSIBLE SELVES OF AFRICAN AMERICAN MALES 18 The data provided are problematic because of the disparities they reveal. These disparities thwart the future success of Black males in society. The negative images created by these disparities have been embedded within society, educators, and especially among the Black males themselves (Nogeura, 2008). This societal mentality has become an additional barrier for Black males to face in their attempts to achieve success. There is limited research that offers an examination of how Black males see themselves and consequently how their formation of their own “possible-selves” influences their choices and future success. The first section of this literature review (Section I) provides an overview of Black males in school, a background of Erikson’s Identity Development Stages, and the theory of “possible selves.” Section II of the review focuses on the Ecological systems (macro and chrono) that contribute to Black males possible selves. In Section III, the effects of societal oppression on Black adolescent males will be examined. Section IV concentrates on the power within the microsystem to influence the development of Black males, which includes both assets and barriers. The final section (Section V) focuses on the alternative path leading to a positive possible self. Section I: Black Males in School, Self Esteem, Possible Selves, and Identity Black males experience double oppression in school, based on their gender and their race (Ogbu & Simmons, 1998). Plato once declared boys to be like wild animals and the most difficult to manage; his assertion is present the mindset of American society (Kindlon&Thompson, 2002, p.167). This claim is emphasized through the societal behavior expectations of boys vs. girls. Boys are often categorized as out of control and impulsive: two behaviors that are shunned in the typical educational setting (Kindlon and Thompson, 2002) suggest grade school is an environment heavily influenced by feminine characteristics that often POSSIBLE SELVES OF AFRICAN AMERICAN MALES 19 cause male students to be outcasts, similar to “thorns among roses”, as too rough, too different, and unacceptable. This negative experience is frequently true for boys of all races and ethnicities; however, Black boys face additional discrimination because of their skin color. The color of skin has created an additional obstacle for Black boys in school. By definition, Blacks fit the description of involuntary immigrant minorities (Ogbu & Simmons, 1998). Black males’ ancestors were brought to the U.S. through enslavement, their presence in the U.S. was forced upon them by whites, and they face cultural and language barriers that hinder their success in school (Ogbu & Simmons, 1998). The stigma placed on Black males since slavery persists in their schooling experiences, and they sometimes display oppositional behavior toward the educational system that represents a nation whose claim that all its citizens are equal as a false reality (Ogbu& Simmons, 1998). The dual discrimination against Black boys contributes to the decline of their interest in education, when boys lose their desire for school at a young age; the reigniting of their aspiration to become a successful learner is rarely sparked (Kindlon & Thompson, 2002). This lack of interest, shaped in large part by their experience in US society, has contributed to the development of a negative perception of themselves and of their “possible-selves” (Osyerman, D., Ager, J., Gant, L., 1995). Possible Self The possible self is considered the “future-oriented” aspect of one’s self-perception; it is a “hypothetical” image in which one visualizes who he or she wants to become as well as who the person does not want to become (Osyerman, D., Terry, K. & Bybee, D., 2002). Although there are infinite choices of possible selves, the pool of possible selves options is formed by the “sociocultural and historical context” of the individual, in addition to the perceptions of one’s race and gender projected by the media and the immediate social experiences of the individual POSSIBLE SELVES OF AFRICAN AMERICAN MALES 20 (Markus, H. & Narius, P., 1986). Possible selves are related to school and life progression. How one envisions him/herself over time (chronism) will impact the motivation and self-regulation of the individual (Hoyle and Sherrill, 2006). Adelabu (2008) utilizes a different term to represent the concept of possible selves; she refers to the theory as “Future Time Perspective” (FTP). According to her definition FTP is the attitude and thoughts one has in regards to her or his future. For the purpose of this paper FTP and Possible Selves will be used interchangeably as they are congruent in meaning. Adelabu’s study is pertinent to this research because she examines FTP in relation to young African American adolescents’ academic success. With school playing an important role of influencing the possible self one will adopt, Black males are faced with a dilemma, as they face disparities and multiple micro-agressions in the educational system. American schools are organized in a way that diminishes African American males’ concepts of their own possible selves as students and beyond. According to Bourdieu (1973) the discriminatory educational system mirrors the imbalanced distribution of social capital in society. This is the environment in which black boys begin to develop images of who they are and the roles they can or will play in society. The theory of “possible selves” creates an intricate conundrum for African American males. Being a male and Black in America presents specific barriers; consequently, AA males must work harder to identify and sustain a positive possible self in a nation that provides a stark social context for their lives (Osyerman et al., 1995). It is proposed that some AA youth struggle with creating positive possible selves that emphasize the importance of school and fail to envision it as a way to success in adulthood because of the lack of support to their academic success (Oyserman et al., 2002; Ogbu and Simons, 1998). POSSIBLE SELVES OF AFRICAN AMERICAN MALES 21 According to Adelabu’s (2008) research AA students are not as likely to strive for academic success because they it view as a reward reserved primarily for Whites, and to attempt achievement academically would insinuate their adoption of the white culture. Seeing their white counterparts benefit from “unearned privilege and advance unfairly”, causes AA students to devalue and reject academic success according to Harper, & Davis (2012). In contrast, Harris (2006) conducted a study in which he discovered Black males do not oppose academic success but rather they believe it has the ability to help them move beyond poverty and obstacles related to social standing. Identifying how and why some AA students have come to this conclusion is a key factor in repairing the negative perspective of possible selves African American students have adopted, especially AA males, as they fall behind their female counterparts and other peers academically and socioeconomically (Adelabu, 2008). This gap in achievement impacts their development of self-esteem and notions of their possible selves. Self esteem has been directly linked to possible selves and used as an indicator of a person’s perception of their hoped for future self. According to Knox (2000), “our sense of worth or self-esteem is a dynamic proportion, the ratio of our aspirations (the selves we wish to attain) divided by actual attainments (the selves we are).” Blush and Unger (1995) conducted a study on African American males in which they concluded that the way in which one develops their ethnic identity and their self-esteem is directly linked to their self-efficacy. Students who struggle with their ethnic identity have additional obstacles in attaining a healthy self-esteem. Carter (2007) conducted a study on Black students who attend predominately White schools. Carter’s findings revealed that Black students in predominately white schools exhibited lower self-esteem than those who attended schools with populations of majority students of color. Self- POSSIBLE SELVES OF AFRICAN AMERICAN MALES 22 esteem, which impacts possible selves, is heavily dependent on the development of the identity of self. Identity Development The way in which a person gains her or his identity has a great impact on whether the person will construct a positive or negative possible self. The identities of people are shaped throughout their lives based on their experiences and environment. Humans go through stages throughout their lives that will shape their identity (Erikson, 1968). The Identity Development theory encompasses seven stages throughout one’s life. According to his theory, the fifth stage, Identity versus Identity Confusion, takes place during the ages of 12-20. In this stage adolescents search for their individual identity, which is formed over time in the context of society, within themselves, and their environment. Erikson (1968) claims this is the stage in which a young person seeks to be “whole”. In order to achieve this level of completeness the person must experience a sense of continuous growth from their childhood to their hoped for future. Any conflict that can arise in a developmental stage is a “psychosocial crisis” (Erikson, 1968). Identity is being shaped largely by how the persons closest to the person respond to the person going through the crisis. The manner in which those closest to the person (parents and school) respond to the crises that occur in a child’s life is influenced by their own status in society. A society’s core beliefs and values influence the laws, policies, and institutions that, in turn, impact the child’s community, home and school, which Bronfenbrenner (1994) referred to as the ecosystems that influence and shape our lives. A society that is based in hegemony and beliefs of White supremacy exerts a negative influence on an African American male’s life and on his parents’ ability to nurture his possible self. Adolescence, that critical period during which individuals can experience major confusion over identity (Erickson, 1968), often represents a POSSIBLE SELVES OF AFRICAN AMERICAN MALES 23 major crisis in the lives of African American males because of the many negative messages they have received and continue to receive about who they are from every tier of society. According to Noguera (2008), society has characterized Black males as “too aggressive, too loud, too violent, too dumb, too hard to control, too streetwise…” (p.310). Apel (2004), agrees and claims these words are not new but are reoccurring for Black males; the writer postulates, “Throughout much of American history, Black males have served as the ultimate “other.” In literature and film, they have been depicted as villains, con men, and feebleminded buffoons.” But society also fears Black males for many of their attributes that threaten the social order of society. Demby (2015 provides a perspective. He claims the notion that black men are dangerous is an underlying and deeply embedded principle in U.S. society. The omnipresence of this principle in U.S. life creates a constant barrage of assaults on their personhood. Yet, according to Demby, although Black men are aware of the historical negative perceptions society has of them; they are still aware of their greatness. This conflict between negative perceptions toward them and their own awareness of their greatness can foster behavior and a mentality that is detrimental to the development of a positive self-image (Osyerman et al., 1995). As members of a doubly oppressed group in society, AA males are susceptible to self-hatred (Freire, 1970). Adolescence can be considered a crisis or turning point because the outcome can either increase possibility or helplessness (Hamachek, 1990). Based on the statistics of AA males’ status in the US (but more importantly, the conditions that surround their lives) large numbers of African American adolescent males have been influenced by the negative beliefs of society and have ultimately developed a possible self that is limited and often damaging to their ability to progress (Osyerman et al., 1995). POSSIBLE SELVES OF AFRICAN AMERICAN MALES 24 Section II: Chronosystem The chronosystem of the Ecological Human Model Development ultimately impacts all the other systems. This system focuses on change and constancy in a person or group of people and the environment over a course of time (Brofenbrenner, 1994). For African American males, oppression has been a constant factor of their status in the United States over centuries. There is a constant attack on the Black male to impede his progress; this assault has taken place through slavery, Jim Crow, mass incarcerations, and police brutality (Bor, 2015). One of the most impactful negative forces has been educational system in the US. The declaration of Blacks men as three-fifths of a man under the U.S. Constitution to benefit their slave owners reinforced the concept of black men as property and their inferiority to Whites (Scott, 2015). Despite the oppression that is represented in the victimization of Blacks through slavery, African Americans, both men and women, have demonstrated a hunger for education. Even under segregation, Blacks created their own schools to educate their children. They sometimes created them as alternatives to the substandard segregated public education. Black teachers coming out of schools like Spelman College, Tuskegee, and Morehouse, and Fisk, and Howard University ensured that Black children had opportunities to learn. According to Guy (2014), during the 1960’s and 1970’s Black men advanced in educational achievement at the same rate as their female counterparts, and they made major strides toward closing the academic gap between themselves and Whites. However, these gains were short-lived; each time Blacks made significant progress, the larger society found implemented measures to curtail their progress. The constant negative portrayal of Black men in judicial system and society makes the development of a positive self-perception and a possible self difficult to obtain for African POSSIBLE SELVES OF AFRICAN AMERICAN MALES 25 American males (Osyerman et al., 1995). During the 1980’s the so-called war on drugs sent Blacks to jail at alarmingly disproportionate rates (Alexander, 2012). African Americans received harsher sentences than Whites for the same crimes. Mass incarceration affected Black men primarily and left Black women without companions and Black children without fathers. The entire Black community suffered the consequences of this unjust justice system. In addition to the new war on drugs, Black men began to face brutality from law enforcement. According to Bor (2015) the nation moved from lynching Black men to police brutality. From 2007-2012 police killed at least two Black men per week. Black males’ experiences with the legal system exemplify how Bronfenbrenner’s Ecological Systems at every level to impact Black men throughout their lives (over time). The organizing principle of white superiority and black inferiority deeply embedded in the U.S. society (macrosystem) reflect the beliefs, values, history and the dominant culture of a society. This macrosystem has a direct influence on the laws, workplaces, and institutions of a society, including the media, policies and governing bodies (exosystem) to ensure that the beliefs and values of macrosystem that considers black men dangerous (Demby, 2015) less than fully human (three-fifths of a man) The way policemen interact with black men to carry out society’s organizing principles around black men (mesosystem) affects entire neighborhoods in which black men grow up. It affects how members of the child’s microsystem interact around the black male child as well, including the home (where due to mass incarceration, the father is missing and women alone are rearing their boys) and schools which function as a pipeline to prison. All of these experiences contribute to black boys’ negative perceptions of themselves. The legal system is one example of the generational effects on black male students’ perceptions of themselves and their notions of their possible selves POSSIBLE SELVES OF AFRICAN AMERICAN MALES 26 Section III: Effects of Societal Oppression Hegemony and acts of discrimination impact all aspects of US society, causing Black males to develop negative perceptions of themselves and the society in which they live (Osyerman et al., 1995). The larger society’s beliefs and values affect the cultural model of schooling as well as the quality of life within the family, essentially the microsystem. All the systems work together to form the beliefs and customs about AA males. Erikson (1968) claimed that oppressed minorities are more likely to adopt the negative perceptions of the dominant culture and ultimately develop a negative identity and self-hatred. Over time, Black men come to doubt their ability to withstand or overcome the historically discriminative constraints set by the society. Consequences of Negative Possible Self/Identity The historical and continuing denial of access to quality education goes far toward locking them into a permanent state of disempowerment (Codrington & Fairchild, 2012). Locking young men out of the educational world leaves them with minimal options once they enter the “real world”. Essentially, the lack of an adequate and equitable education for Black males echoes throughout the lifecycle, creating lower life expectations, decreased rates of college attendance, and increased rates of incarceration (Codrington & Fairchild, 2012), all of which, are messages to perpetuate the identity of self as inferior. High School Drop Outs According to Darling-Hammond (2007) the dropout rate for African Americans has increased from 13% to 15%. In the current state of American society a high school diploma is a necessity to attain a job that can provide at best a mediocre lifestyle. This nation is rapidly becoming one that requires increased levels of education to navigate through life; dropping out POSSIBLE SELVES OF AFRICAN AMERICAN MALES 27 of high school limits one’s notion of his possible self especially for a young man of color (Darling-Hammond, 2007). A black high school dropout has a 20% chance of being employed, whereas their white counterpart has a 50% chance of attaining a job (2007). Not attaining a high school diploma dramatically decreases the quality of life for Black males and limits the opportunities, which can cause them to use desperate means to survive. Prison System The prisons of the U.S. are filled with Black men who are illiterate, high school dropouts, and victims of the nation’s minimal dedication to their education (Darling-Hammond, 2007). The lack of education has forced young Black men to seek out alternative and often-illegal means to survive. Alexander (2012) postulates that in order to judge Black males accurately in the judicial system, there must be consideration for their attendance at poor schools, their limited opportunities, and the epidemic of poverty in their neighborhoods. Alexander (2012) asserts that the prison system is the current means of permanently keeping a large percentage of the African American communities out of the mainstream society and economy. Alexander pointed out that the macrosystem, in its war on drugs during the 1990s, issued harsher penalties for African American than for White males who had committed comparable crimes. Their absence from the community has a negative impact on the life of the community. Once they are locked out, very few find their way to success. According to the United States Department of Commerce in 2012 only 19% of Black males had a Bachelors degree while 35% of White men have the same degree (U.S. Department of Labor, 2013). As for employment Guy (2014) claims since the beginning of the past decade Black men only work in contrast to approximately 2/3 of White and Latino men. Black men are attaining employment and education at lower rates than White and Latino men, as POSSIBLE SELVES OF AFRICAN AMERICAN MALES 28 well as Black women. The consequence is a gender and racial imbalance among Black men and women. Gender Imbalance/Family Structure Dunn’s (1988) suggested that Black male students’ response to their perceptions of the way they are viewed in U.S. society is disillusionment about college in their futures. For the 2009-2010 school year, Blacks represented 10.3 percent of Bachelors degrees awarded of which Black women attained 65.9% NCES, 2012). In 2008, Black women represented 65.7% of African Americans who attained a Bachelor’s degree, 71.8% of Master degrees awarded to Blacks, and 66.4% of the Doctoral degrees (US Department of Education, 2010). The choice of a “less productive” career route impacts the Black family as a whole. With Black women attaining college degrees at increasingly high rates Black men are falling behind, thus deepening the imbalance within the Black male-female dynamic. Women are becoming the breadwinners and head of their households. The marriage rates among Blacks have decreased dramatically over the last 50 years. Some researchers suggests that the explanation for Blacks marrying at lower rates lies in the inequities in the labor market and other societal disadvantages geared towards African Americans, especially Black men (Raley, R. K., Sweeney, M. M., & Wondra, D. (2015). The decline in marriages has increased the number of single parent homes and has had the most impact on Black children. In 2014, the US Census Bureau reported that 70% of White children lived with both biological parents and 59% Hispanic children lived with their both biological parents, while only one-third of Black children lived with biological parents. Although single parent homes produce many children who can excel in society, single-parent households are often linked to lower educational achievement and poorer outcomes (Cherlin, A., 1999). The POSSIBLE SELVES OF AFRICAN AMERICAN MALES 29 decline in marriages also has an impact on the Black community as a whole because of the financial burden associated with single parent homes (Raley et al., 2015). Despite the fact that White families also have more single parent households today than the early 1950’s, Blacks have historically been “economically vulnerable” thus the marriage decline has a greater impact on the Black communities (Raley et al., 2015). The gender imbalance and downward trend of marriage has a direct impact on the family of Black males, which is a component of the microsystem, which is the system that has the greatest impact on an individual, especially children. Section IV: The Power of the Microsystem Bronfenbrenner (1994) identifies the microsystem as the pattern of social roles, and personal relationships in the immediate environments of the developing person. Although the broader conditions of society influence the development of a person, it is the immediate and direct contexts that have the most significant influence on the development of an individual (Brofenbrenner, 2005). The family, friends, school, and neighborhood are all considered to be a part of one’s microsystem; the relationship one shares with each significant entity in this microsystem plays a part in shaping the way in which the person views him/herself and the world. Presumably, the microsystem, particularly in childhood, can lead to both positive and negative outcomes. According to Erikson’s model (1968) during the early childhood years, children are attempting to acquire autonomy; however, the child’s identity is largely dependent upon the parenting style and experiences in school. Erikson (1968) asserts Western civilization’s view that discipline must be rigid early in life to produce a personality in the child that will be necessary for his/her progress as an adult is a view that is especially damaging to Black boys in school POSSIBLE SELVES OF AFRICAN AMERICAN MALES 30 where the constant focus on discipline to control their behavior detracts from their education and limits their positive experiences with school. The African American male student is often seen first as a disciplinary problem as opposed to a student worthy of being taught in ways that are culturally responsive and nurturing (Ladson-Billings, 1995). The negative experience at school is often countered by the positive reinforcement in the homes of Black families and communities. Katz (1973) asserts that research on Black families have primarily focused on “alleged weakness and pathologies” creating a false negative impression of the Black family. Hill (1972) claims there are strengths to the Black family that are assets for their children. The assets within the microsystem, specifically from their families, are survival mechanisms for navigating through a “hostile white system” while protecting their family members and values (Katz, 1973). Their assets include the richness of Black English in the home, love attained from their family, and strong ties with extended family members (Katz, 1973). However, these attributes expressed through AA males are not considered assets in the model of schooling prevalent in U.S. schools. African Americans males face flawed school policies based in racism, teacher deficit thinking about African American males, limited role models, and overrepresentation in special education. Although these experiences contribute to the development of a negative possible self, the home experiences can counter or ameliorate the effects of those experiences and support the adoption of a positive self-perception. Disadvantages in the Microsystem Teacher deficit thinking. Teachers’ beliefs and perceptions about Black males make a strong impression on the performance of Black male students (Jones &Menchetti, 2001). Blanchett (2006) proclaims there is a need for a shift in the preparation of teachers to deal with culturally and ethnically diverse students. The differences between the culture of the student and POSSIBLE SELVES OF AFRICAN AMERICAN MALES 31 the teacher can create a divide in the classroom unless the teacher makes an effort to understand and thus respect the student and his culture. These cultural differences are particularly problematic when they represent a culture that society has deemed inferior. Teachers tend to see “Whiteness” as the standard for normalcy in a classroom and any behavior that diverges from that is considered deviant. The behavior of AA students, males in particular, often leads to their referral for special education classes, diagnoses related to emotional disturbance, or suspension and/or expulsion. Rather than schools identifying cultural differences as a critical factor in teaching and learning, they often label black males as emotionally disturbed or mentally retarded (Codrington & Fairchild, 2012). Ogbu and Simmons (1997) assert teachers need to avoid generalizing the characteristics of a student based on “group membership”, but rather treat the child as an individual. On the other hand, accepting a child as a member of a group is powerful action when the group is recognized to have valuable attributes (Ogbu & Simmons, 1997). Failure to abide by this principle leads to frequent misdiagnoses of Black males. Many African American males are placed in special education programs because they exhibit behaviors that deviate from the standard of “normal”, as it pertains to White America, and are eventually deemed unfit for the general population classes (Toldson, 2011). Codrington and Fairchild assert that these misplacements are a consequence of referrals, testing, and placement processes that are all culturally biased, ultimately, creating an ongoing cycle of perceived inferiority for Blacks that impacts their ability to form a positive self-identity (2012). Disparities in special education programs. Misplacement in special education programs impacts the development of a positive possible self, as special education is often used as a form of segregation from “normal” students (Blanchett, 2006). Theoretically, special education programs are meant to provide support for students who struggle in general education POSSIBLE SELVES OF AFRICAN AMERICAN MALES 32 classes to help students reach their full potential and return to general population courses (Blanchett, 2009). However, this is not the function of special education for AA males. Black males are the leading victims of the injustices within special education programs; they are 1.5 times more likely to be placed in these programs like emotional disturbance and learning disabilities than any other racial or ethnic group (Codrington & Fairchild, 2012). The special education curriculum puts students at a disadvantage depriving them of equitable opportunities to acquire the skills that enable them to be contributing citizens or members of the workforce. Placement in special education has been shown to limit their opportunities in adult life (Blanchett, 2009). Further, the negative perception about Black students in special education impacts the way in which they view themselves and has a negative influence on their ability to form a positive self-identity (Codrington & Fairchild, 2012). Shortage of black male teachers (role models). Because children look to the adults in their lives as models of possibilities for their future, when there are few adults in the professional environment that resembles African American students, their ability to envision themselves as professionals can be negatively impacted (Bryan & Ford, 2014). Despite the major change in pupil demographics over the past 50 years, the teaching profession has remained a majority White and female profession. According to Bryan and Ford (2014), non-White students make up at least half of the student body population nationally. Yet, Whites make up 82% of the teaching population, Blacks make up nearly 7% of the teaching population, and Black males represent less that 2% of the teaching population (NCES, 2014). AA male students lack adequate role models in the K-12 setting and their inability to identify with the instructors who share their cultural identity negatively impacts their identity as high performing students. Bandura’s (1986) social cognitive theory (SCT) acknowledges the role POSSIBLE SELVES OF AFRICAN AMERICAN MALES 33 of the social context in an individual’s life. He posits that the social context in which one is expected to learn contributes to a student’s motivation to learn. The social context can affect students’ attitudes and actions toward learning (Stajkovic&Luthans, 1998). The social context for AA males’ learning is typically devoid of African American males in teaching positions and other positions of authority. Further, Black teachers overall are leaving the teaching profession at higher rates than their White counterparts. According to Albert Shanker Institute (2015), Black teachers have a 15.1 % turnover for 2002-2012, while White teachers have -1.9% and Hispanic teachers have an annual gain of 2.9 %. Social Cognitive Theory also claims that learners need a reliable and relatable model to demonstrate learning and behaviors; the shortage of AA male teachers negatively impacts the learning context for AA male students (Bryan& Ford, 2014). There are few role models for them to emulate at school. For some of the AA males in school an AA male teacher might be their only opportunity to interact with a man of color with higher education. Brown (2009) asserts there is the belief that African American males’ teachers have many of the qualities necessary to reform education for Black males. These qualities include interaction techniques, a shared verbal capacity, authority, and personal understanding of the lives of AA males in America. Brown (2009) supports this belief, as his research demonstrates Black male teachers having success with some “difficult” AA male students, but he postulates the most essential quality for the AA male teacher to be effective with the AA male student is an understanding of the status of the AA male in society. The teachers need to understand the barriers the AA male students face. If AA males are provided with reliable and relatable model they may begin to adopt their positive behaviors and a positive perception of their future self. Ladson-Billings (2009) refers to this role for AA male teachers as cultural brokers. These POSSIBLE SELVES OF AFRICAN AMERICAN MALES 34 teachers can provide Black male students with models who can act as counter narratives to what is illustrated in society and mainstream media. Assets within the Microsystem Values in Black homes. Home is where people have their first interactions, and for the most part the experiences are filled with love and joy even when external forces are working against the home. Hill (1972) examined the strengths of Black families despite the stark statistics for African Americans in regards to education and socioeconomic status. Hill (1972) identifies the five major strengths of Black families to be strong ties to extended family, value of work, the ability to interchange family roles, high achievement goals, and strong spiritual guidelines. Hill’s work is an anomaly; there is little research that focuses on the positive attributes on the Black family. The first strength explored by Hill is the strong kinship within one’s family and the notion of extended families. In order to support this claim, Hill utilized the adoption statistics for African Americans versus their white counterparts in which he claimed Black families are more likely to take in other family members’ children in comparison to whites (1972). In a later work on the strengths of Black families, researchers Littlejohn-Blake and Darling (1993) claim the closeness among the members of Black families provides support emotionally and financially, thus creating a close bond among its members. It is in the nature of the African American family to have willingness to help their family and perpetuate a system of reciprocity (Littlejohn-Blake & Darling, 1993). However, there is little recent data to show support of these attributes of the Black family. Secondly, Hill highlights the Black family’s value for work; he claims that Blacks maintain employment at longer periods of time in comparison to their white counterparts (1972). POSSIBLE SELVES OF AFRICAN AMERICAN MALES 35 Although Blacks have historically been underpaid because of race they continue to work and maintain employment. In a study conducted in the late 1960’s and early 1970’s, nearly fifty percent of Blacks were found to hold the same jobs for ten or more years in comparison to Whites. This persistence has contributed to the stability of Black homes and communities, in spite of the disparities. The third strength identified by Hill is the ability of Blacks to alternate familial roles (1972). According to McKenzie (1998), Black families have more women working outside of the home because of financial purposes, which provides the woman with more voice in the decisions of the home. Instead of treating this attribute of the Black family as an asset, the larger society and the media depict Black homes as matriarchal in a negative light when in actuality they are more egalitarian. Willie, author and Eliot have posited the black families are leading the nation in relationships in which the husband and wife are equal partners, with neither the husband nor the wife holding the dominant power. They have claimed that persons in these kinds of relationships are more comfortable and happy. Fourth, Hill asserts, Blacks have a stronger motivation to achieve success (Katz, 1973). More than half of the Blacks entering college come from homes where the father did not go to college, but students noted their parents’ strong emphasis on their children completing college (Katz, 1973). In a recent study it was revealed that Black parents place greater value on schools that prepare their children for college in comparison to White, Asian, and Hispanic parents (Zeehandelaar& Winkler, 2013). In spite of the negative statistics publicized about Black families, it is evident that education remains a strong value among Black families. The final asset noted by Hill is the strong religious orientation of Black families (1972). Black churches have provided emotional and spiritual support and guidance since slavery; this emphasis on the spiritual aspect of life has been increased through spiritual figures like Martin POSSIBLE SELVES OF AFRICAN AMERICAN MALES 36 Luther King Jr., Jesse Jackson and Black pastors nationwide (Katz, 1973). The Black church is considered a key factor in Blacks identifying their purpose and ultimately their self-actualization (Mckenzie, 1998). Religion has been a safe haven for Blacks and has often helped them cope with the inequities they have experienced in a society that promotes their inferiority. It can be assumed that, if schools utilized the assets of the Black home in the schools the students may feel acceptance and begin to thrive in an environment they have deemed not intended for their success. Schools embracing and building on the assets of the Black home implement culturally responsive and relevant systems and pedagogy called for by Ladson-Billings (1995). This kind of environment has the potential to reduce the crisis many AA males experience as they grow into adolescence. Ladson-Billings (1995) suggests that schools would have more success for their African American students if they embraced the culture of the Black home and assisted students in affirming their cultural identity. One important asset of the Black home is language, especially in view of Vygotsky’s (1978) assertion that language is the most powerful tool a child brings to the learning experience. Black English. In addition to the previously listed assets, AA students bring with them to school a language that differs from the Standardized/Academic English of schooling. A child needs her or his language to be seen as an asset (Vygotsky, 1978); however, when African American students reach school, they are told their language is inappropriate for school (Hollie, 2001). Thus schooling overlooks a major tool for African American students’ learning. Linguist Roger Abrahams (1970) asserted that one means by which a Black child becomes a member of the Black culture is through the language of the culture often referred to as Black English (BE), also known as African American Language (AAL). This is presumably why the aspectual use of POSSIBLE SELVES OF AFRICAN AMERICAN MALES 37 Black English has continued to thrive in the homes of African Americans. AAL is considered to be a climax of Black culture because of its ability to withstand time in spite of the dominant culture’s attempt to eliminate a common language among slaves (Toliver, 1973). The richness of Black English provides a connection to a culture that is not available through Standard American English (Toliver, 1973). Equally important is that Black English is a major means by which African American students can participate in learning discourses with their teachers and other students (Lovelace & Wheeler, 2006), yet the culture of U.S. schooling says to AA youth that their language is the language of ignorant and inferior people (Hollie, 2001). In spite of the negative messages delivered to Black children about their culture, their parent and community have the ability to counter those assumptions and promote the value of Black culture. Children who have support that outweighs the barriers placed on them by society have the ability to negotiate a positive Black identity, thus a positive possible self (Swanson, Cunningham, Youngblood, & Spencer, 2005). Section V: Alternative Models to Positive Possible Selves The accomplishment of constructing a positive perception of self is identified by Cross (1978) as “internalization” in which a Black person recognizes the negative worldviews of their race, but chooses to reject them and embrace healthy perceptions of Blackness. The process of internalization requires one to have support from other entities within the immediate surroundings (microsystem) of the developing individual. Presumably, it is possible for AA males to develop a positive possible self with the support of the members within their immediate environments, who have the intention of countering the beliefs that see them through a deficit lens. African American males must negotiate their identity through rejection of the negative stereotypes promoted by the dominant culture and assemble a positive self-image, consecutively POSSIBLE SELVES OF AFRICAN AMERICAN MALES 38 (Oyserman, Gant, & Ager, 1995). However, as evidenced by African American men who have attained academic and professional success, the development of a positive possible self is attainable through the support of traditional Black parenting styles and the support of the community/school environment (Maton, K. I., Hrabowski III, F. A., & Greif, G. L, 1998). A positive perception of himself constructed in the home and/or the school leads to behaviors that align with the actions necessary to attain his future goals (Hoyle & Sherrill, 2006. Parenting Styles With maturation children increasingly learn to “internalize biases”; however, this internalization can be countered with “active and consistent” interference to minimize the negative influences of society (Swanson et al., 2005). The interference of the negative perceptions of Black males in society will largely come from the parents of the AA males. There is a gap in the literature as it pertains to the parenting styles of African Americans, as the majority of the literature focuses on negative aspects rather than the benefits of the parenting styles of Black families. In a study that focused on AA students and school tendencies, it was concluded that AA male students reported great familial support at home that influenced their perceived competence (Connell. J.P. Halpern-Felsher, B. L, Clifford, E., Crichlow, W., A, Unsinger, P., 1995). Black parents can provide racial socialization to their children to help them combat the racial discrimination and attain a positive self-image (Stevenson, 1994). Many Black parents hold both American and African based cultural beliefs, and they provide their children with the positives of both cultures to support the development of a positive self-image (Swanson et al., 2005). The Black parent has the ability to emphasize Afrocentric values as opposed to Eurocentric views to enhance the self-perception of the children. Teaching a child about their racial history as well as methods to address racial discrimination has been POSSIBLE SELVES OF AFRICAN AMERICAN MALES 39 shown to encourage a positive perception of Afrocentric racial “attitudes and preferences” (Hill, 2006). Choice of parenting style can combat the cultural norms and values promoted in the chrono- and macro- system; the parents of AA males have the ability to “re-program” their children to value their racial identity in a culture that has marginalized Blacks historically. In a study that examined Black males who achieved academic success, the males claimed much of their success was due to their parents (Hrabowski, 1998). The AA males asserted it was their parents strict limit setting, discipline styles, love and nurturing methods, and guidance that led them to success. Parents’ consistent positive reinforcement fostered a belief in self within AA males (Hrabowski, 1998). The AA males in the study were able to navigate through the discriminatory nature of U.S. culture because of their parents’ intentional efforts to counter the negative perceptions the Black male children face (Hrabowski, 1998). Black Colleges and Universities Schools could learn much from existing educational institutions that promote the success of Black males; among them are institutions of higher education that are traditionally referred to as HBCU (Historically Black Colleges and Universities). These institutions equip AA students with the tools necessary to attain success through their high expectations and empowering of the Black culture. Dr. Robert Franklin, the current president of Morehouse College, a HBCU designed for males exclusively, claims his school has “an air of expectancy” for all the students and prepares them to challenge the status quo in an effort to better the conditions for all (Harper, 2012). Morehouse uses the “Six M’s” messaging, mentoring, monitoring, ministering, and money as key components in their educational plan for the males on their campus. In the educational report of Black males, it is reported that the “Six M’s” of Morehouse are factors to which AA higher education students attribute their success (Harper, 2012). The POSSIBLE SELVES OF AFRICAN AMERICAN MALES 40 Black males in the study by Harper (2012) asserted their decision to attend a HBCU over another institution was primarily because of the historical reputation of the institutions to provide supportive educational experiences for Blacks. Although men in the study received acceptance letters from other schools, some being Ivy League, they chose the environment that supports their Black culture. The supportive environment includes monitoring of the student’s progress and intervention when necessary. Through mentoring, such as Black Fraternities, studying abroad with professors, and relationships with instructors, the Black men gained a sense of connectedness with other members on campus; however, it was emphasized that this mentorship was not always intentional on the part of the school, but rather organic relationships the students gained with faculty on campus. The HBCUs are organized in a way that meets the needs of AA males by supporting relationships and academic achievement. Bryan and Ford (2014) assert that HBCU’s are better equipped to support Black males academically, emotionally, and socially; as their structure is student centered, focused specifically on the assets of Black students. Conclusion It is clear that American school structure is organized in a way that does not promote excellence for African American male students. Despite the inequities the Black males face in their lives including, but not limited to increased risks of incarceration, special education designation, and institutional bias, there are tremendous assets in the homes and Afrocentric institutions to counter the negative stereotypes presented by society at large. The Black home has the ability to foster a positive possible self for Black males through love, nurture, language, familial relationships, and egalitarian roles. It is necessary for K-12 schools to adopt beliefs and institutionalize practices that nurture the many assets Black male students present for learning. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 41 Conceptual Framework For the purpose of this study I will utilize Brofenbrenner’s theory of Ecological Human Development, Erickson’s’ Identity Development, Vygotsky’s Social-Cultural Theory, and Social Cognitive Theory by Bandura. Urie Brofenbreener (1994), an American psychologist, asserts the environment in which one develops has a large impact on the person they become. Brofenbrenner’s theory utilizes the concept of an ecosysem to explain how relationships among the systems within the ecosystem influence a person’s development starting in childhood. Lev Vygotsky, is a key proponent of Sociocultural Theory, which is a model that asserts the social and cultural context in which a person grows up plays as a major role in the how and what a person learns and becomes (Scott &Palincsar, 2006). Erickson’s Identity Development theory encompasses seven stages throughout one’s life. The fifth stage, Identity versus Identity Confusion, takes place during 12-20 years of age. In this stage adolescents search for their individual identity, which is formed over time in the context of society, themselves, and their environment. The males for this study are currently navigating through this stage and forming their identity or trying to maneuver through identity confusion. The Social Cognitive Theory according to Albert Bandura postulates that modeled behavior is more likely to be adopted if the model is considered reliable and the behavior that is demonstrated is purposeful (Denler, Wolters, & Benson, 2006). This theory will be a lens for understanding how AA males can interpret their interactions with their teachers and other adults in their schools and utilize those relationships to help shape their future perspective of self. Utilizing the previously listed theories will provide a conceptual framework for how and why AA males acquire notions of their possible selves, whether it is positive or negative. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 42 CHAPTER THREE: METHODOLOGY Chapter one of this study provided background to the problem, while chapter two provided a literature review of the research available on the problem. This chapter will provide the methodology of the study and elaborate on the methods that the researcher will employ to conduct the research. In chapter four the findings of the research will be presented, followed by the results in chapter five. Statement of the Problem Black males enter the educational system as young as four years old and are inducted into systems that contribute to their failure. They face institutional racism that results in a disproportionately large number of African American males in special education programs. They are underrepresented in gifted and talented education (GATE) and face suspension and expulsion at higher rates than any other subgroup (Bryan, N. & Ford, D., 2014). The barriers Black males face in educational institutions and society are harmful to their perception of self (Osyerman, D., Gant, L., & Ager, J., 1997). According to Hoyle and Sherrill (2006), the notion of “possible- selves” is a direct representation of how one will view his/her self in the future. This perception has a direct influence on motivation and behavior. A positive self-perception and notions about their possible selves for their future can have a positive impact on Black males’ academic achievement and their quality of life. Purpose of the Study Research is available on Black males and their achievement in school, or lack thereof; however, little research examines how the educational experience influences the “possible- selves” of the African American males or how the possible selves impacts the educational experience. The large disparities in the educational setting and society have negatively POSSIBLE SELVES OF AFRICAN AMERICAN MALES 43 influenced the progression of the Black male after they leave the high school setting. It is necessary to study the setting of schools and identify key contributors to the possible selves AA males develop. Research Questions This research has the potential of influencing teachers, school administrators, and policy makers, to make changes in the educational system to adequately serve a subgroup that has been perpetually underserved. To fulfill the purpose of the study, it focuses on the following questions: 1. How do Black males perceptions of themselves in grades 9-12 influence their perception of their “possible-selves” in the future? 2. What factors do Black males in the 9-12 grade school setting perceive to be contributors to their positive possible selves, beyond existing stereotypes? 3. What factors do African American males in the 9-12 grade school setting perceive to be contributors to perpetuate their negative notions of their “possible selves”? Research Design The research method for this investigation consisted of a qualitative grounded theory approach. Merriam (2009) postulates that researchers choose the qualitative method when they are interested in comprehending how people interpret their own experiences make meaning of those encounters, and how they will use those experiences for advancement. Grounded theory is a type of qualitative study that has a goal to “derive inductively from data a theory” (Merriam, 2009). Grounded theory requires constant comparison of the data in an effort to “derive conceptual elements of the theory” (Merriam, 2009). Although there are qualitative studies available on the lack of progress of Black males, few studies explore their perception of their POSSIBLE SELVES OF AFRICAN AMERICAN MALES 44 possible selves and how they construct meaning from that perception to determine their actions and motivations. This study first utilized surveys to identify from a large sample pool the trends and patterns in African American males’ perceptions of themselves (their self esteem) as indicators of their perceptions of their future possible selves. The researcher then followed the surveys with observations and interviews with two different groups of African American male students. Observations were conducted in the subjects’ natural setting (school site and classroom). These observations provided additional information for the study, which was not attainable solely through interviews (Maxwell, 2013). Interviews are a source employed by researchers to learn things one cannot directly observe (Patton, 2002). Therefore this study utilized interviews to learn about the self-perceptions and possible selves African American youth are constructing for their selves. The following chart indicates the instruments that were used to answer the research questions of this study. Table 1 Instruments Research Question Survey Student Interview Observations How do Black adolescent males perceive their “possible-selves”? X X X How does the 9-12 setting contribute to the positive possible selves of formed by African American adolescent males? X X How does the 9-12 setting contribute to the negative possible selves of formed by adolescent African American males? X X POSSIBLE SELVES OF AFRICAN AMERICAN MALES 45 Sample Population This case study utilized the purposeful and convenience nonprobability sampling method. Firstly, nonprobability was selected because the purpose of this study is not to provide results that are generalizable; the intention is to evaluate and interpret the actions and opinions of the subjects. The sampling strategy employed for this study was purposive, as the researcher desired to gain insight on the perspectives of African American male students who were enrolled in high schools that had certain contrasting attributes; thus there was a need to identify school sites that could provide access to a pool of African American male students. There were a total of 143 participants who are African American males from two high schools in the two participating districts. The two schools utilized for the research both have AA male populations; however, the schools in which they are enrolled have different socioeconomic profiles. School A (Bow High School-BHS). The first school, Bow High School (BHS), pseudonym for the purpose of identity protection, has a student population that is diverse with an ethnic composition of 52% White, 23% Hispanic, 15% African American, 8% Asian, and 2% other. Bow high is a non-traditional school; it is independently operated, separate from a district. The school is located in a suburban area with a high socioeconomic status. Community residents median income is three times larger than the residents in Los Angeles A large percentage of the student population is traveling students; 33% of the student population are residents of the neighborhood; while 67% of the students have to travel a greater distance each day to school. The Majority of the minority students are bused in to school through the school bus or public transportation. Although the school is not in a convenient location for residents outside the school’s zip code, the school has an extensive waiting list. Many parents consider the school a place that offers academic excellence. For the 2012-2013 school year the school has a 96% POSSIBLE SELVES OF AFRICAN AMERICAN MALES 46 graduation rate and an API score of 861; in comparison to the state’s average of 78.9% graduation rate and 753 API the school is performing well (California Department of Education, 2013). School B Rose High School (RHS). School B, Rose High School (RHS), pseudonym for the purpose of identity protection, has a student population of 67% Hispanic, 23% Black, 5% Asian, 2% Pacific Islander, 1% Filipino, 1% White, and 1% other. The high school is one of three high schools in a comprehensive high school district. The school is located in an urban community with demographics similar to the school population. The students are mostly from neighborhoods within a 1-10 mile range of the school. The median income of the residents of the neighborhood is $48,357 while the median income for California is $60,883. Of the student population, 12.5% of the students are enrolled in the special education program, 20% are classifies as English Language Learners, and 93% of the population is eligible for free or reduced lunch. For the 2012-2013 school year the school had a graduation rate of 84.8% and an API of 669 (CDE, 2016). After the survey, eight AA males were chosen to be interviewed and observed in their classes and activities. Two of the students were 9 th grade and two 12 th grade AA males from each school. The two grade levels were chosen because of the different perspectives of the two grades; the 9 th graders will provide a perspective new to the high school setting, while the 12 th graders were expected to give a comprehensive perspective of their high school experience and because of age they may be able to clearly articulate their possible self perspective. Interview questions to both grade levels included school and outside-of-school experiences. After the observations all eight of the subjects were interviewed. The convenience sampling method was employed based on their availability and location. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 47 Instrumentation Through the use of surveys, interviews, and observations of Black male students who are currently in the educational system, the data analysis will provide an insight of how these young men might overcome or succumb to the pressures associated with being a young African American male in the 9-12 grade school setting. Survey. The initial data was captured through a survey, which included the questions from the Rosenberg (1962) Self-Esteem scale (Appendix I). This tool was used because self- esteem has been linked to the development of possible selves. Adolescents who have positive perceptions of their possible selves tend to have higher self-esteem than those who have negative perceptions of their possible selves (Knox, M., Funk, J., Elliott, R., & Bush, E. G., 2000). In the study there was a total of 145 participants ranging from grades 9-12 in two high schools and districts. The survey gives a particular score for each response (see Appendix I) the higher the score the higher the self esteem. The highest score attainable is 30 and the average as defined by Rosenberg is 15-25; any score below a 15 indicates a person with low self-esteem, a score of 26- 30 is considered high self-esteem. Utilizing the scale provides an efficient method of gauging a large number of the subjects’ beliefs and values. After the analyzing the survey data, eight students were chosen using the random stratified sampling method. The criteria for the students selected for the observations was to be in 9 th or 12 th grade, as I intended to observe only freshman and seniors who could provide the perspective of a person new to high school and one who near completion. Observations. The observation instrument that was employed is the Success for All Classroom Observation Form; this form supported the researcher in gathering data that demonstrates the interaction between the teacher and students and how their needs are met POSSIBLE SELVES OF AFRICAN AMERICAN MALES 48 (Castellano, M. &Datnow, A., 2000). Lastly, in each observation the researcher will take expanded notes/scripting based on the “Observation Checklist”, in which there will be details of the physical setting, participants, activities and interactions, conversations, subtle factors, and the thoughts of the researcher (Merriam, 2009). After the observation, four of the eight observed were interviewed to provide additional information that will help answer the research questions. Interviews. Each interview ranged between 25-45 minutes, based on the amount of time needed to complete the questions. The interviews took place in a private setting on campus to ensure privacy of the respondent and to enhance their level of comfort to increase their honesty and transparency as it pertains to the research. During the interview the participants were asked questions based on the “Possible Selves Questionnaire” (Appendix II) as well as others that were submitted and approved by IRB. Upon answering those questions they were asked additional questions to follow up on their survey responses and in class observations. The questions for the interview were semi-structured and were adapted from the Merriam’s (2009) six types of questions; which include experience and behavior questions, opinion and value questions, feeling questions, knowledge questions, and background/demographic questions (p.96). In addition to the pre-determined questions, the researcher used probing questions when more information was needed. The probing questions were not pre-determined, as Merriam (2009) asserts it is impossible to identify the probing questions ahead of time, as they are dependent on the responses of the participants. All questions were aligned with the research questions with the intent to allow the participants to provide their perspective of the problem. Research Theory Researchers use theories in the design of their research questions because the findings can be utilized as a broad explanation for the actions and values of different subgroups of people POSSIBLE SELVES OF AFRICAN AMERICAN MALES 49 (Creswell, 2014). The questions for the interview were based on the critical theory perspective, which focuses on enabling people with the information needed to break barriers that are placed on them based on race, gender, and class (Creswell, 2014). The questions focused on eliciting from the young men how they view their identities in a racist society. Some questions for the interview were selected from the Osyerman (2004) Possible Selves scale (Appendix 2) in addition to others that will ask about experiences and behaviors, opinions and values, feelings, knowledge, sensory, and background/demographic of the participants. The survey, interview, and observation instruments were piloted with two experts from the field to establish validity and reliability of the instruments. The questions were also sent to the chair of my defense committee to ensure the validity and reliability of the questions prior to conducting the research. My chair identified any flaws and biases within the questions to ensure the interview questions are unbiased. Creditability and Trustworthiness Triangulation was used to enhance the reliability and validity of this study. The process of triangulation requires the researcher to utilize different sources of data and utilize that information to identify key themes (Creswell, 2014). The observations and interview data were compared to the survey data to establish validity in the findings. The researcher will work to be aware of researcher biases. The researcher of the project is a teacher at one site; however, she did not use any respondents from her classes as the subjects for the observations and interviews to minimize any researcher bias. Meeting Ethical Guidelines Upon the collection of data there was an application submitted to the Institutional Review Board (IRB) at the University of Southern California for the protection and preservation of POSSIBLE SELVES OF AFRICAN AMERICAN MALES 50 personal information retrieved throughout the duration of this study. The researcher also obtained permission from the participating school districts and schools to conduct the study at their sites. The participating high school students and teachers in California will provide the data collected. All participants in the study will be voluntary and their identity will be protected through the use of pseudonyms. After approval from the school district to conduct the case study, the researcher provided the selected participants and parents a letter that explains the purpose of this study and positive contribution the findings can provide to this particular topic. Secondly, the participants were provided with a link to a Google Form to complete the survey and provide some demographical information. Participants’ information will be kept confidential and will be identified by code numbers and not names. All information will be kept in a passcode-protected computer and will be erased after conducting this study. Ethical Considerations Patton’s (2002) “Ethical Issues Checklist” was utilized when identifying ways to ensure and enhance the integrity of this case study. The participants were informed of the purpose, methods to be used, their information remained confidential through the use of pseudonyms, and their consent was granted prior to moving forward. After the study is completed all data with personal information will be destroyed. Finally, the study will not be published without the needed consent of the participants. Data Analysis Procedures The data analysis process performed by the researcher focused on the factors identified by African American male students as positive or negative effects on their perceptions of their possible self. The data analysis process began with the category construction, defined by POSSIBLE SELVES OF AFRICAN AMERICAN MALES 51 Merriam (2009) as the process of identifying themes and patterns within all of the data collected. These categories were identified through the process of coding, in which the researcher took notes in the margin of the interview and observation notes and wrote key words to represent things and ideas that were recurring (Merriam, 2009). Upon coding, themes generated, some were eliminated while others were joined with similar patterns. After the themes were identified, they were examined which is a process where the researcher takes the abstract ideas and identifies the possible relationship among the categories (Merriam, 2009). Lastly, triangulation of the different forms of datum collected was utilized to enhance reliability and validity of the findings. The triangulation process will use observation findings to support the beliefs and values revealed in the interviews and surveys. Summary The purpose of this chapter was to provide a detailed description of how the data for this study is collected and analyzed. This chapter also described the considerations for ethics and the process that was followed to ensure the integrity of this study. There is a description of how the respondents are informed of the process and purpose of the study prior to their consent in participating. The following chapter (4) will present the findings of the data collection process, followed by chapter five, in which the recommendations will be provided. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 52 CHAPTER FOUR: FINDINGS The purpose of this study was to examine how the educational experience of African American males influences their notions of “possible-selves”. Research is available on Black males and their achievement, or lack thereof, in school; however, little research examines how the educational experience of African American males influences the notions of “possible- selves” they construct. The large disparities in African American males’ access to the educational setting and society have influenced the progress of Black males during and after they leave the high school setting. It is necessary to identify key contributors to the possible selves AA males develop to be able to identify those factors that contribute to a positive “possible self” as well as the contributors to a negative “possible self”. This research has the potential of influencing teachers, school administrators, and policy makers, to make changes in the educational system to adequately serve a subgroup that has been persistently underserved. To fulfill the purpose of the study, the researcher focused on the following questions: These findings in this chapter are organized by research questions. The chapter is divided into three sections, with each section focused on a research question. In each section there will be responses, statements, and questions from the survey, observations, and interviews that address that particular question. Research Question #1 #1- How do Black males’ perceptions of themselves in grades 9-12 influence their perceptions of their “possible-selves” in the future? POSSIBLE SELVES OF AFRICAN AMERICAN MALES 53 Survey To address the first research question, the participants in the study took a self-esteem survey, in which they answered questions to gauge their self-esteem. The survey provides a value for each answer and at the conclusion of the survey the items are added to generate a number to indicate the self-esteem of the participant. The highest score possible is 30 and the lowest 0. Of the 145 responses the lowest score was a 6 and the highest a 30. The majority of the participants had an average score for self-esteem, which is in the range from 15-25. A low self-esteem score is considered to be in the range of 0-14, and high self-esteem is considered to be in the range of 26-30. The survey results are as follows: Table 2 Individual Scores Per Question for Both Schools Combined Question Strongly Agree Agree Disagree Strongly Disagree 1. On the whole, I am satisfied with myself. 75 62 8 0 2. At times, I think I am no good at all. 7 33 66 39 3. I feel that I have a number of good qualities. 90 50 4 1 4. I am able to do things as well as most other people. 78 60 6 1 5. I feel I do not have much to be proud of. 8 28 52 56 6. I certainly feel useless at times. 6 32 56 51 7. I feel that I’m a person of worth, at least on an equal plane with others. 69 65 7 4 8. I wish I could have more respect for myself. 22 41 43 38 9. All in all, I am inclined to feel that I am a failure. 4 12 50 78 10. I take a positive attitude toward myself. 88 55 0 1 POSSIBLE SELVES OF AFRICAN AMERICAN MALES 54 The above chart reveals trends and patterns among the male participants at both schools combined. For the positively worded items (survey questions 1, 3, 4, 7, and 10) the majority of the responses were strongly agree or agree. Of those five positively worded questions, there was only one participant to choose strongly disagree for four of the items, and four participants chose disagree for one of the positively worded items. The young men at both schools demonstrated a value of self through their responses to the positively worded items from the survey. In contrast, the negatively worded items reveal a contradiction in the young men’s perceptions of themselves. Items 2, 5, 6, 8, and 9 are all negatively worded items that are self-derogatory. For those items, although the majority chose disagree or strongly disagree with the negative statements, at least 20% of respondents agreed with the negative statements. The responses to the negative statements do not align with the positive perceptions the males portray in the positively worded items of the survey. While less than 3% of the participants disagreed with the positive statements, at least 25% of the participants agreed with four of the negatively worded survey items. For item 2 of the survey which states “At times, I think I am no good at all”, 28.6% of participants choose either agree or strongly agree; Items 5 states, “I feel I do not have much to be proud of” and it revealed a similar trend; 25.7% of the participants indicated they either agree or strongly agree with the statement. Items 6 and 8 which state, “I certainly feel useless at times”, and “I wish I could have more respect for myself” were aligned with the aforementioned negative items as 27.1% selected agree or strongly agree for item 6 and 45% indicated agreement for survey item 8. Of the negatively worded items only one statement did not have a large percentage select agree or strongly agree. This item was survey question 9, which states, “All in all I am inclined to feel that I am a failure.” Although some students agreed with the negative statements about themselves, only a small number of them were willing to agree that they feel like failures. There POSSIBLE SELVES OF AFRICAN AMERICAN MALES 55 is something in this statement that does not allow a large percentage of the males to agree with such a negative affirmation about themselves. The trends in the survey responses suggest a conundrum for the African American young men. While on one hand they value themselves and identify their own self worth, they also demonstrate a critical perception of their current self that is negative. In the interviews the males asserted their knowledge of the racism in American society as it pertains to Black men. Based on their survey responses it seems as though that awareness has been internalized and now resides within the Black male and has negatively impacted the way in which he perceives himself. The following charts separate the two schools to reveal patterns in the responses for each of the two school sites. Table 3 Rose High School Male Responses by Percent Question Strongly Agree Agree Disagree Strongly Disagree 1. On the whole, I am satisfied with myself. 49.4% 46.8% 9.8% 0 2. At times, I think I am no good at all. 9.8% 20.8% 48.1% 27.3% 3. I feel that I have a number of good qualities. 61.0% 36.4% 1.3% 1.3% 4. I am able to do things as well as most other people. 52.0% 41.6% 6.4% 0 5. I feel I do not have much to be proud of. 5.2% 22.1% 29.9% 42.8% 6. I certainly feel useless at times. 6.4% 14.3% 36.4% 42.8% 7. I feel that I’m a person of worth, at least on an equal plane with others. 44.2% 45.5% 7.8% 2.6% 8. I wish I could have more respect for myself. 16.9% 29.9% 27.3% 26.0% 9. All in all, I am inclined to feel that I am a failure. 2.6% 7.8% 31.2% 58.4% 10. I take a positive attitude toward myself. 63.6% 35.1% 0% 1.3% POSSIBLE SELVES OF AFRICAN AMERICAN MALES 56 Table 4 Bow High School Male Responses- Percent Question Strongly Agree Agree Disagree Strongly Disagree 1. On the whole, I am satisfied with myself. 54.4% 38.2% 7.4% 0% 2. At times, I think I am no good at all. 5.9% 22.1% 37.7% 23.4% 3. I feel that I have a number of good qualities. 63.2% 32.4% 4.4% 0% 4. I am able to do things as well as most other people. 55.9% 41.2% 1.5% 1.5% 5. I feel I do not have much to be proud of. 5.9% 16.2% 41.2% 36.8% 6. I certainly feel useless at times. 1.5% 30.9% 41.1% 26.5% 7. I feel that I’m a person of worth, at least on an equal plane with others. 51.5% 44.0% 1.5% 3.0% 8. I wish I could have more respect for myself. 13.2% 26.5% 32.4% 28% 9. All in all, I am inclined to feel that I am a failure. 3.0% 7.3% 38.2% 51.5% 10. I take a positive attitude toward myself. 58.8% 41.2% 0% 0% Table 5 Positively Worded Questions Bow High School Rose High School POSITIVELY WORDED QUESTIONS Question Strongly Agree Agree Disagree Strongly Disagree Strongly Agree Agree Disagree Strongly Disagree RQ#1 Satisfied with myself. 54.4% 38.2% 7.4% 0% 49.4% 46.8% 9.8% 0 RQ#3 a number of good qualities. 63.2% 32.4% 4.4% 0% 61.0% 36.4% 1.3% 1.3% RQ#4 do things as well as most other people 55.9% 41.2% 1.5% 1.5% 52.0% 41.6% 6.4% 0 POSSIBLE SELVES OF AFRICAN AMERICAN MALES 57 Table 5, continued Bow High School Rose High School POSITIVELY WORDED QUESTIONS Question Strongly Agree Agree Disagree Strongly Disagree Strongly Agree Agree Disagree Strongly Disagree RQ # 7 of worth, at least on an equal plane with others. 51.5% 44.0% 1.5% 3.0% 44.2% 45.5% 7.8% 2.6% RQ # 10 positive attitude toward myself. 58.8% 41.2% 0% 0% 63.6% 35.1% 0 1.3% Average 56.76% 39.4% 2.96% 0.9% 54.04% 41.1% 5.06% 1.04% Table 6 Negatively Worded Questions Bow High School Rose High School NEGATIVELY WORDED QUESTIONS Strongly Agree Agree Disagree Strongly Disagree Strongly Agree Agree Disagree Strongly Disagree RQ# 2 think I am no good 5.9% 22.1% 37.7% 23.4% 9.8% 20.8% 48.1% 27.3% RQ#5 Do not have much to be proud of. 5.9% 16.2% 41.2% 36.8% 5.2% 22.1% 29.9% 42.8% RQ#6 feel useless at times. 1.5% 30.9% 41.2% 26.5% 6.4% 14.3% 36.4% 42.8% RQ#8 wish I could have more respect for myself. 13.2% 26.5% 32.4% 28% 16.9% 29.9% 27.3% 26.0% POSSIBLE SELVES OF AFRICAN AMERICAN MALES 58 Table 6, continued Bow High School Rose High School NEGATIVELY WORDED QUESTIONS Strongly Agree Agree Disagree Strongly Disagree Strongly Agree Agree Disagree Strongly Disagree RQ#9 inclined to feel that I am a failure. 3.0% 7.3% 38.2% 51.5% 2.6% 7.8% 31.2% 58.4% Average 5.9% 24.7% 38.1% 33.2% 8.18% 18.98% 34.58% 39.46% The collective responses students made to statements in the survey revealed overall patterns and trends of students’ perceptions of themselves. Questions 1, 3, 4, and 10 are all positively worded and focus on the individual’s perceptions and value of self. Overall, for the positively worded items the males at BHS chose strongly agree at only slightly more often in comparison to males at RHS. BHS respondents had an average of 56.76% to choose strongly agree while RHS had an average of 54.04% who chose the same option. When combining the strongly agree with agree responses, students at both schools demonstrated in their response high self-esteem or perceptions of themselves. The combined agree and strongly agree responses at Bow were 96.16 % and 95.14 % at Rose. Of the positively worded items, there were discrepancies overall between what the students at both schools said about themselves and their academic performance in comparison to California and national data comparing Black students’ academic performance and White students’ academic performance. Item four on the survey states, “I am able to do things as well as most people”, for this item 95% of the respondents chose strongly agree or agree. The Black males at both schools expressed confidence in their ability to “do things well” At Rose High School, their ability to do well academically is reflected in their academic performance compared to their Hispanic peers. There are only 1.9 % of white students at Rose; so their comparison is to POSSIBLE SELVES OF AFRICAN AMERICAN MALES 59 Hispanic students, not white students. Blacks represent 19.6% of the student body, and Hispanic students account for 66.5% of the student population. At Rose High School in the 2013-2014 school year, the Black males had an 81.6% graduation rate in comparison to their Hispanic male counterparts who have a 73.2% graduation rate and White males had 96.3% graduation rate. Overall for all students completing the CAHSEE in grades 10-12, Black students at RHS have a 69% pass rate for the ELA portion of the exam and 74% for the math portion for the 2014-2015 school year (CDE, 2016). It should be noted these data are not available for disaggregation based on race and gender; the data are only available by race/ethnicity. It is not clear whether the students in their responses were including academic performance when agreeing with the statement that they could do things as well as other people. Their response to this statement raises the question of whether the students are aware of the comparison between their academic performance and that of White students with whom they are competitors for college and meaningful employment. These data raise questions of whether the schools are making students aware of the long-term implications for their academic performance. At Bow High School, AA males’ positive perception of their ability to do things well does not align with their academic status either. At Bow High School, 53% of the student population is White, 15% is African American, and 22% is Latino. For the 2012-2013 school year, African American males at Bow had a higher graduation rate (92.6%) than Black males at Rose; yet, their White male counterparts outperformed them with a graduation rate of 96.3% (CDE, 2016). Despite the relatively high graduation rate, at Bow High School, only 24.1% of the Black male graduates are A-G compliant and CSU/UC eligible, while 76.8% of White males are A-G compliant and CSU/UC eligible for the 2013-2014 school year (CDE, 2016). Black students POSSIBLE SELVES OF AFRICAN AMERICAN MALES 60 at BHS have a pass rate of 88% on the CAHSEE English and Math portion while White students at BHS have a pass rate of 99% on both portions of the CAHSEE. Despite the academic performance gap on both campuses, all males perceive they have the ability to do as well as others now and in the future. There is a mismatch between the student’s perceptions of their abilities and the actual academic performance of Black males at their respective schools. Neither the students at Bow nor the students at Rose equaled the performance of White males at Bow or at other high schools in California. The survey revealed that although the males have a seemingly positive perception of themselves, their perception does not align with the contrast between their overall academic status and that of White males on their campus. They demonstrate having a high self-esteem, which positively influences the possible self; however, the academic performance at both schools does not align with their overall positive perceptions. Compared to each other across schools, Black males’ perceptions of themselves were similar; however, the academic performances compared to White students leaves them with vulnerable futures in relation to college admission and completion, and employment opportunities. Negatively worded items. Although the responses to the positively worded statements provided a picture of a high level of overall positive perceptions of self among the 143 survey takers, the negatively worded statements indicated a slightly less positive overall picture. A close look at each of the negatively worded questions indicates a group of students who indicated negative perceptions of themselves. • To Item #2 the responses in both schools hovered around 30 % of the students who chose either agree or strongly agree to Question #2 which stated At times, I think I am no good at all. Based on the survey, as an indication of patterns and trends POSSIBLE SELVES OF AFRICAN AMERICAN MALES 61 among Black males, there is a noteworthy percent of them who have this perception of themselves. • To Item # 5 worded: I feel I do not have much to be proud of, 22.1 % of the students at Rose chose agree compared to 16.2 % who chose agree at Bow. At both schools, the strongly agree was similar with 5.9 % at Bow and 5.2% at Rose. Here Rose students reflect a slightly higher agreement with this negatively worded statement. • To Item # 6, worded, as I certainly feel useless at times, 30.9 % of the students at Bow chose agree and only 1.5 % chose strongly agree with a total of 32.4 % combined. At Rose only 6.4 % of the students selected agree, and 14.3 % selected strongly agree giving a combination of 20.7 %. This 11.7 percent difference represents a noteworthy contrast between the two schools that would suggest the need for further inquiry about the comparatively high response to feeling useless at Bow, which is the school were the majority of the Black students attending are bussed into the school from overall less affluent areas. On the other hand, the students at Rose are residents of the low to lower middle class socioeconomic community in which their school is located. • To Item # 8, worded as I wish I could have more respect for myself, 39.7 % of the students at Bow chose either agree or strongly agree. At Rose 46.8 % of the students chose either agree or strongly agree. Even though the size of the agreement with this negative statement causes concern that deserves further inquiry at both schools, the larger percentage of students at Rose agreeing with this negative statement calls for even greater inquiry. It is concerning that this percentage of Black male high school students are agreeing with a statement that expresses little respect for themselves. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 62 The survey overall revealed that the Black males at both high schools identify their value and self-worth; nevertheless, there is a conflict with how they perceive themselves as expressed in the negatively worded items on the survey. Their awareness of society’s perceptions of them as Black males expressed in the media, in their schooling experience, and in other institutions that exert power over their lives has permeated their perceptions of themselves to some degree. This negative perception of them has become a lens through which they see themselves in spite of the positive influences from their homes and communities, as well as certain institutional agents within their schools. Their responses to the positively worded items reveals their value of self but is also a defense mechanism to fight off the negative affirmations they receive daily from schools whose design treats them as either dangerous or invisible and society as a whole. One reason for the high level of agreement with negative statements about themselves at Bow may be the constant comparison to their White counterparts. Carter (2007) attributes the obstacle to the construction of a positive self-esteem to bias institutional structures, negative perception of peers and teachers, as well as the lack of support. The students at Rose may be less aware of the contrast between themselves and White students; however they are competing in an educational system that is designed to favor the attributes and culture of middle class White students. The organization and curriculum of U.S. schools is not designed to acknowledge or build upon the attributes of Black students and their culture (Kunjufu, 2986). The survey is a rather complex instrument requiring intricate analysis of each item separately as well as relationships among the items. Although the survey doesn’t go into the intricacies of the instrument, it does find an overall pattern of an underlying conflict in the Black males’ responses to items. Although they revealed that the Black males at both high schools identify their value and self-worth; nevertheless, there is a conflict with how they perceive POSSIBLE SELVES OF AFRICAN AMERICAN MALES 63 themselves in regards to the positive items and in response to the negatively worded items on the survey. There are apparently positive and negative influences on their perceptions of self. It is concerning, however that up to 30 % of them agree with negative statements about themselves. Using Bronfenbrenner’s Ecological systems as a lens through which to interpret these findings and the plethora of data indicating a societal and institutional bias toward Black males, it is imperative that the microsystem surrounding these youth provide positive experiences that counter the many negative images that bombard Black males about themselves. Their responses to the positively worded items reveals they are receiving affirmation from some places in their daily experiences, but they may not be frequent and targeted enough to influence their perceptions of their own academic abilities. It is clear that the majority of them have mechanisms to fight off the negative messages they receive daily, especially in the response to Item #9 where the level of agreement to the statement describing themselves as failures is low. Black males are bombarded with negative perceptions by school and the larger society, which could explain why they have conflicting views of themselves (Nogeura, 2003). The observations and interviews will provide additional information to illustrate how Black males perceive themselves and their possible selves. Observations After the students completed the survey, eight participants were chosen through random stratified sampling to be observed in two classes each. All observations were limited to classroom environments. Two seniors and two freshmen were elected from each of the campuses. Below is a profile of the participants in the study, which includes their name (pseudonym), age, family background, in-school activities, and school site. Some of the participants provided their GPA’s while others elected not to share theirs. The profiles are placed here to assist in the POSSIBLE SELVES OF AFRICAN AMERICAN MALES 64 analysis of RQ#1, as well as the other research questions. The chart provides background information for the interviews and observations. Table 7 Participant Profiles Name Age Family In School Activities School Jerry 17 One-Parent lives with Mother Computer Gaming RHS Keon 17 One-Parent lives with Mother None RHS Jackson 15 One-Parent lives with Mother Football RHS Jason 15 Lives with both parents Football RHS Chris 17 One-Parent lives with Mother Black Student Union BHS Gio 17 Lives with Both Parents Basketball BHS TJ 15 Lives with Both Parents None BHS Sonny 15 One-Parent- Father Deceased None BHS Observations of two students in particular, at the two schools enhanced the meaning of the survey responses. Keon, a 12 th grader at RHS, has begun to employ his entrepreneurial skills while in high school. During the observations, I watched him sell candy and chips from his backpack during class. He was a commodity to the students in the class; they awaited his arrival and put in requests before he approached his seat. Keon has created an alternative route to make money for himself outside of education; he does not view education as a vehicle to obtain the lifestyle he desires. He seemed more concerned with his sales business than what was going on POSSIBLE SELVES OF AFRICAN AMERICAN MALES 65 in class. During his interview he elaborated on his views of college and education, he asserted that he does not view college as a necessity. He stated: “I don't want to go to college and waste my time as well as waste their time. Because I can give my time and dedication… and my spot in college I can give it to somebody else that's going to push it, and not go there and just waste my time. That I'm still deciding, but I plan on being working for sure. . . .Working, not just sitting in the house, not on the couch, not on somebody corner, not in somebody jail cell, no grave, no hospital. I plan on being working and dedicating myself into furthering my future… My perspective of a degree, and what I've been hearing a [about] a degree, only determines your paycheck. I give them four years of my time just to get one thing that's going to change it when I can just use that four years to build myself up. Keon sees four years in college as a waste, he claims he could use that time to improve himself rather than be in classes that did not pertain to things he wanted to do. Keon does not see college or education as a prerequisite for success and because of that, he is not engaged in the classroom. He has begun to utilize his class time as an opportunity to make money rather than retain information. It is possible that Keon has not made the connection of knowledge and money. The survey indicated this view as a pattern among the Black males who have positive perceptions of themselves, but the perceptions do not seem to be related to academic success. It appears that his school experience has not led to this connection. According to Adelabu (2008), “too often African American youth have witnessed limited rewards for effort and hard work among African Americans and therefore begin to view their academic efforts independent of their future goals and ambitions.” Although there is research that claims otherwise, Keon’s description of his lack of need for a college education supports the postulation that many African POSSIBLE SELVES OF AFRICAN AMERICAN MALES 66 American youth do not see the monetary value in attaining a higher education. There is no connection to a college degree equating to a desired lifestyle (Adelabu, 2008). The lack of connection with a college education and lifestyle can be partly due to the lack of exposure to career paths as well as a consequence of the lack of positive representations of Black males in the media and society at large. His view on college may be a response to his own limited academic success. A second example of a student, who demonstrated value in his self worth, but some contradictions in his behavior in the academic setting of the classroom, was TJ, a freshman at BHS. In TJ’s science course he initially sat next to the door next to a Caucasian girl and boy. When the teacher gave instructions to share answers with a neighbor, he sat silent, despite the fact that he had the work completed on his desk. Once the teacher allowed the students to work in groups, TJ moved to the other side of the room to work with the only other African American male in the class. This observation shared similarities to the findings in a study conducted by Carter (2007), in which she studied nine Black students at predominately white schools, in which the students gather with the other Blacks and find “peace” during that time and freedom to be themselves. It is possible that TJ felt comfortable working with someone who looks like him and shares his culture and position in society (or in that school) as a black male because he would have the freedom to be himself with that person. Conversely, it can be said the student felt uncomfortable working with the White students near his assigned seat. When the teacher allowed for collaborative grouping it gave the males an opportunity to work with others in the class including people who are not of the same gender and/or race. Yet, the student chose not to work with the people closest to him. According to Tatum (2003), “we need to understand that in racially mixed settings, racial grouping is a developmental process in a response to an POSSIBLE SELVES OF AFRICAN AMERICAN MALES 67 environmental stressor, racism.” TJ’s observed behavior can indicate that, at this point in his development, he does not see himself crossing racial lines; therefore, he is reluctant to work students in the school setting who are not like him. This incident raises a question of what the school is doing to foster more comfort among different racial and gender groups in working together. Schools need to intentionally foster this kind of atmosphere. His behavior also aligns with survey Item # 7, which states, “I feel that I am a person of worth, at least on an equal plane with others.” Item #7 had the largest percentage of disagreement for the positively worded items. Viewing oneself as an equal to people of other races is a conflict the Black boys are facing. Despite the positive affirmations they receive outside of school, based on the survey responses and observations, it is obvious that they are not properly equipped to fight off the negative assumptions placed on them by society because of its racially biased structure. Interviews The interviews, another source of data to answer the research questions provided clarification and elaboration about the responses to the trends and patterns revealed in the survey. Mostly, the interviews provided information that allowed the researcher to determine whether there were connections between students’ current perceptions of themselves while high school students and their perceptions of their possible selves they envision the future. Each student participated in an interview in which the student described in detail his perception of his “possible-self”. Overall, in the interviews the students were optimistic about their possible selves, yet they were aware of some of the obstacles they will encounter because of their skin color. From the interviews there were several reemerging themes from the participants’ responses to the questions. The first theme was family and the students specifically focused on the relationships between men and women. Secondly, the young men repeatedly referred to their POSSIBLE SELVES OF AFRICAN AMERICAN MALES 68 future aspirations for college and/or careers. Lastly, the young men all described the views of society have some impact on their goals. In the following subsections each theme will be explored incorporating literature and direct quotes from the students to reveal patters in thoughts and actions. The researcher will look for patterns between student’s perceptions about their possible selves in the future to perceptions they hold about themselves in the present. Family. During the interviews all subjects were asked to describe what they envision their future family to look like; the responses revealed some underlying issues in their perceptions of relationships between Black males and females and how those issues will later impact families. Of the eight males interviewed, 50% stated they have no desire to get married; nevertheless, they all have a desire to have children. Jason, a 9 th grader at Rose High, said “Marriage…I take my friends, I take them more important versus me settling down with somebody else, because then that takes on more responsibilities.” It should be noted the age of Jason as a freshman compared to seniors was taken in consideration for his answer; however, a senior at the same school mirrored similar notions. A 12 th grader at the same school, Keon, a 12 th grader said, “You don’t need the wife for kids… Because a relationship, commitment… I’m not sure.” Commitment and responsibility are viewed as aspects of their future to be avoided. It is possible the males’ present perception of their ability to do things and their views about their capabilities now affect the way they think they can handle responsibility in the future. If they are still conflicted about their present abilities or self worth, it is logical that they are not confident about commitment and responsibility in the future. Their current family status may have an effect as well. All except two of the eight students live with their mother as the only parent in the home; therefore they have limited opportunities to see male figures as husbands and or fathers in POSSIBLE SELVES OF AFRICAN AMERICAN MALES 69 the home (Nogeura, 2008). It is also possible that high school age (whether grade 9 or 12) is to0 early to conceptualize identities as husbands or fathers. Three out of the eight students indicated they were not a part of any school activity. Of the four who are engaged in a school activity are involved in basketball, football, and Black Student Union; further study may reveal the levels and kinds of commitment involved in sports that are compatible with or transferrable to family. In the media, athletes are not portrayed for their commitment to marriage and family. They receive more publicity for the failure to function as responsible husbands and family commitment. Four of the males in the study displayed a desire to get married; however, they were aware of the financial and emotional barriers in the Black community and were analytical in their approach to marriage. For example, Chris a 12 th grader at Bow High said, “I do plan to get married eventually”, and Jerry a 12 th grader at Rose high said, “ I want to get married in my late 20’s, early 30’s… Because in my family it’s gone to show the younger you get married, the less likely you’re actually going to be able to stay together.” The young men show a desire for the committed partnership but are aware of the responsibility, Chris also elaborated on why he believes Blacks do not get married as often as Whites, he said: I’m trying to [not] sound stereotypical. Black people don’t look long term as much as white people do… I’ve seen too many relationships become so short in the Black community. It’s kind of getting out of hand. Like for example, I have cousins that have like three baby-mommas or something like that and so they’re not really committed to that one girl… I guess they do whatever and then just end up leaving. Chris demonstrates his understanding that commitment and responsibility require maturity and, by implication, preparation. These two students seem to be willing to take on these POSSIBLE SELVES OF AFRICAN AMERICAN MALES 70 responsibilities of marriage and family, as they grow older. They see themselves as possibly married. Chris seems distressed by the low rate of long-term commitment in the Black community. It is interesting that he associates a higher marriage rate and longevity with white people. He is perhaps influenced by his attendance at a school located in an affluent predominantly white community where the majority of students are white. He sees factors that tend to support control over the circumstances that lead to long-term relationships: college education, economic stability, and low rates of violent crime. His notion supports the foundation of Bronfenbrenner’s theory of human development that proclaims that individuals’ lives are heavily influenced by the macrosystem (society). The White middle class enjoys the benefits of societal structures in the U.S. than people of color. It is evident the males are aware of low rate of marriages in the Black communities; however, they did not express understanding about the impact that it has on their community as a whole, financially, socially, and emotionally. Chris seems to imply the negative effects on the community, but he does not articulate them explicitly. None of the eight participants expressed awareness of the impact society’s biases about Black people turn into practices and policies that affect their quality of life, including family life (Bronfenbrenner). They may not understand the effects of societal oppression that create increased pressures on black relationships and families (Gary, 1985). The responses in the interviews demonstrate that half of the young men see marriage in their future and half do not. They have little understanding of how or why marriage has come under such attack in the Black community, tracing back to slavery and sustained through the Jim Crow era and now by mass incarceration and disproportionate unemployment. The researcher looked for patterns among the respondents from two- parent households in comparison to those POSSIBLE SELVES OF AFRICAN AMERICAN MALES 71 who have single parents. Two of the three respondents who live in two-parent households demonstrated a desire to get married. Of the males from a single-parent home, two of the five demonstrated a desire to get married. It is important to note that one student explained that he is unsure of his sexual orientation and found the question difficult to answer. He did not go so far as to think of himself in a same sex marriage. In addition to their futures in regards to companionship and family, some of the young men emphasized the importance of a college education and career while some did not see college as a necessity. College and career. Throughout the interviews, each participant discussed college and career in some aspect; while some had a plan that included college, others intended on taking another route to reach their career goals. Unanimously, money was a major consideration for the career that they chose, rather than interest or skill in a specific area. It is important to note, only a few of the participants voluntarily provided their current grade point average (GPA). Some claimed to be unaware of their current standing while others provided only an estimate. When asked their exact GPA, Chris responded with “I believe I have a 3.4”; Keon’s response to the same question was, “I think a two point something”, and Sonny replied by saying, “I’m not sure. I know last year it was a two point something.” None of the interviewees were eager to share their GPA. Most of them were vague about it. These responses further supports the analysis that their positive views about themselves and their abilities to do things were not related to academic performance. Two of the eight students interviewed, described their ideal job as a professional sports player. It is important to note that the students who desire to be football players are both freshman. At this point it is possible that they are still mesmerized by the positive affirmations POSSIBLE SELVES OF AFRICAN AMERICAN MALES 72 Black athletes receive in American society. Also, they may have limited exposure to different professions and careers, which will be explored later in this chapter. Jayson from Rose High said, “I plan on getting a job and I’m going to play football in college. If that doesn’t work out so good, I plan on opening a business. If I do end up going pro in football, I see myself owning a business to help people in need. Giving money out to people who need help with their housing and their families.” Jayson provides further confirmation that the students’ positive views of themselves do not appear to be related to academic performance. There is a link between their present self-esteem and visions of themselves going to college. There appears to be a connection between the low emphasis on academics among the students at Rose and their low consideration for college in their future. However, there was a slight difference in the responses of the males at BHS versus RHS. At BHS all four participants had college in their future plans only two of the participants at RHS who expressed an interest in attending an institution of higher education. I postulate this is not only related to exposure or lack thereof, but also parental involvement. At BHS the young men travel approximately 45 minutes one-way each day to reach the campus. The willingness of parents to support them in traveling this great distance demonstrates the parents’ investment in gaining an educational experience they perceive to be better than the one they would receive in their home schools. Also, two of the four males from BHS currently live with both parents. Of the two living in a single parent home, one lost his father only two years ago due to an unexpected death of his father. Three of the males at RHS come from a single parent household, headed by their mothers. While research has proven that single parent homes can produce successful adults, the lack of a male role model in the home can have an impact on the future males perceive to be possible. Jerry, a 12 th grader at POSSIBLE SELVES OF AFRICAN AMERICAN MALES 73 Rose High articulated this notion in his description of his chosen career path the importance of a male role model, even when it is not a father. He stated: Because you hear a lot of young men today, young Black men today [saying], "Oh I want to be a rapper" or "I want to be a basketball player". But they don't really understand that while yes you can make it, there's a lot of other things associated with that. Rather than being the rapper, why not become the producer. Rather than being the basketball player, why not become sports team manager or something like that… When I was younger, I had a mentor. He was my tutor. He taught me that there was a lot of other different ways of thinking and that whenever you see something, like on TV or something else, there are always people who have made that. It's not just about what you see on TV, it's about everything. There's always a lot more parts to the bigger picture.” Like Jerry, Tony, a freshman at Bow High School, is looking beyond sports and rapping. Tony stated, “ I want to go into computer gaming… like visual tech, that’s where all the money is right now, I’m all about money.” For the majority of the young men interviewed money was a key consideration in the positions they chose. Two of the participants have a desire to be entrepreneurs in their communities. While one student saw college as a vehicle to reach his goal of making money, the other identified college as futile or an obstacle. Both students are seniors on different campuses. Yet, they share similar socioeconomic status. Black men in society. All eight participants were realistic and transparent in the way in which they believed they were viewed by society. Several words were repeated throughout the interviews of all eight students. Those words were: threat, athlete, gang-banger, uneducated, bad, invisible, crackheads. These words provide a view of the context in which these young men POSSIBLE SELVES OF AFRICAN AMERICAN MALES 74 see themselves operating. Despite their awareness of America’s negative perception of Black men, they all claimed that it would have no impact on their success in life. CJ, a senior at Rose High, agreed that Black men are viewed negatively in society; but, he also claimed they are feared because of their capabilities. This perception is perhaps a clue to the positive perception Black youth hold of themselves. They recognize that they are feared by the larger society. CJ stated: I feel like also besides the set backs that the black community has had, we also have a lot of uplifting things and a lot of positive things that's happened within this. I think other races are also scared of us, of becoming greater than what we are. CJ’s statements support the assertions made by Demby (2015), in which he claims that Black men are aware of the stigmas associated with their gender and race, but they are also aware of their potential. This claim by Demby may help explain the overall positive perceptions of self expressed in the survey, but the mixed results on survey items like Item #6 (feeling useless at times) and Item #8 (wish for more respect for myself). Young Black men seem to have ways of rejecting society’s views of them, but they have limited opportunities to turn their self-esteem into sustainable positive futures. If they have not experienced school as a route to a future to a financially stable and fulfilling future, they still see themselves in positive roles that do not involve college. Even when they include college in their future, they do not express it as a pressing priority. Watching the participants in their classes provided further insight as to how they perceive themselves as students in the classroom. Research Question #2 What school factors do Black males in the 9-12 grade school setting perceive to be contributors to their positive possible selves? POSSIBLE SELVES OF AFRICAN AMERICAN MALES 75 Survey In the survey, the males demonstrated a relatively high level of self-worth as evidenced by the positively worded items on the survey. Over 90% of the males at both schools choose either strongly agree or agree for the items that emphasized the positive components of a person. Those items include satisfaction with self, identification of a number of good qualities, and the ability to do things as well as most people. The purpose of Research Question #2 is to identify what factors in the school contribute to the positive findings in the survey. The observations and interviews gave meaning to the patterns from the survey that will be examined and explained in the following subsections. Observations The observations revealed some trends and patterns that can aid in answering research question two and three. There were three patterns apparent in the interviews with all or most participants indicating their perceptions of themselves in the context of school as a possible indicator of their perceptions of their possible selves. The three trends identified were active participation, collaborative grouping, and student/teacher relationships. The previously listed trends were things that foster a positive identity for the students and consequently positively impact their possible selves. Active participation. Of the eight males observed in each academic course, all eight males were observed taking notes and/or raising their hand to speak at some point during the class. Of those eight males, only one male did not speak while the researcher observed their behavior. This active participation supports the positive responses of the survey, specifically item number four stating, I am able to do things as well as others. Two subjects, in particular contributed ideas to the class in which the teacher praised their innovative thoughts. In an POSSIBLE SELVES OF AFRICAN AMERICAN MALES 76 Economics class at Rose High School, Keon, a 12 th grader, proposed the idea that the government has created a social status on the highways. As the teacher inquired how he came to such a conclusion, he explained that the government has begun to enforce paid for passes on the freeway for those who can afford it while others who cannot are forced to sit in traffic. As the teacher listened, demonstrating respect for the student’s thoughts, his classmates chimed in to agree. At Bow High School, another 12 th grader in a Marine Biology course, asked, “How is the water drought impacting the fish?” The teacher pleased with the connection between the lesson and current news, praised the student for making the connection and began to explain how the current conditions of California are impacting the fish. This behavior provides evidence of behaviors that indicate the students’ positive perceptions of themselves. The teacher praising the students’ efforts encouraged him to continue the behavior. By providing structured opportunities for the young men to think critically and feel comfortable expressing their views, the teacher is promoting this behavior now and in so doing, the teacher is building a basis for the student to develop a positive perception of his possible self in the future. The environment of the class displayed support from the student’s peers, specifically from other Black males; however, this level of support was not observed in all the classes. Collaborative groups. In the classes of the eight participants, six sat next to a person of color, of those six, five sat next to another Black male. When the teachers instructed the students to work with a partner or discuss an idea, when available they all chose to speak with another Black male. For example, Chris, a senior at BHS worked in a collaborative group in both classes where the researcher observed him. In the first class, an English Language Arts course, he sat with all African American students including males and females. In that course, there were only 5 African Americans in the class, and 4 of them worked in the same group. They talked POSSIBLE SELVES OF AFRICAN AMERICAN MALES 77 throughout the class. At times it seemed as though they were not paying attention; however, each time the teacher introduced an issue they were able to participate in the discussion. In the second class Chris was observed in his Economics class. In the Economics class he worked in a collaborative group with one Black girl, one White male, and one Latino male. In this class the students were working together on a scavenger hunt to identify answers for a study guide. The group was rather talkative, and the teacher asked to lower their volume. Chris apologized on behalf of the group. Chris seemingly played a leadership role in the group; this is the kind of role that possibly demonstrates his level of confidence in his own ability and possibly predicts his possible self as a leader. His behavior in the class matched his comments in his interview. For example, when describing his future self he said, “I see myself going far. Specifically I want to be an entrepreneur [I’m] taking the necessary steps right now, applying to colleges and already doing things like involve [myself] in workshops and stuff. In the future I just want to be successful and well off. I’m not too fond of failure, so yeah.” Chris’ future possible self-perception seems to motivate his current behavior in the classes. It is apparent he already sees himself as a leader in his collaborative group. Teacher can provide opportunities for Black males to display this attribute by creating class arrangements that call for leadership to emerge. The collaboration also supports the sociocultural theory, in which Vygotsky claims the social context in which learning takes place will impact the development of a person. Nogeura (2003), claims the peer groups can act as key components in the development of identity because during the adolescent years peers play a large role in shaping one’s identity. Chris, is an example of one who is successfully meshing his positive perception of self with his perception of his possible self in the future by seizing the opportunity to exhibit leadership in his POSSIBLE SELVES OF AFRICAN AMERICAN MALES 78 collaborative group and refusing to accept a role based on the negative assumptions about Black males. Student teacher relationships. Although the broader conditions of society influence the development of a person, the immediate and direct contexts of the microsystem can have the most significant influence on the development of an individual, even countering societal views (Brofenbrenner, 2005). During the observations the rapport among the subjects and the teachers was either apparent or void. The teachers in the courses either played a vital role in the class and student’s construction of knowledge or there was little to no interaction between the teacher and student(s). Many of the teachers seemed to establish some level of rapport with their students; however, three teachers illustrated a noteworthy connection with all students in the class. The students referred to them repeatedly. The commonalities among the teachers included their obvious compassion, awareness of social injustices, and goal of academic excellence. All three of the teachers observed were mentioned during the interviews of the students as people who have positively impacted the students’ perception of self now and in the future. For the purpose of securing their identity, the teachers will be given pseudonyms. Below you will find vignettes that describe the environment and interactions in each of these teachers’ classes. Mrs. Kim- Rose High School- Algebra 2. Mrs. Kim, a woman of Asian descent in her late 20’s or early 30’s, has on relaxed attire, a t-shirt of the school’s basketball team, jeans, and sandals; her demeanor is relaxed with a soft tone. The class is diverse with mostly Latino and African American students in grades 11 and 12. As the students walk in for class they all say “hello” and talk as they sit down. Once the bell rings, they are informed of the quiz that is to no surprise to any student; it is apparent she has told them of the quiz in the previous class. She gives instructions the need for each item on the quiz. If they do not have it, she has extras for POSSIBLE SELVES OF AFRICAN AMERICAN MALES 79 everyone in the class. After she finishes, she asks, “Does anyone need anything else before we get started?” She demonstrates an awareness of the differences among the students and the differences in background. In an effort to ensure they meet academic excellence, she leaves in intent on providing them all with the materials they may need. As the quiz starts, a young Hispanic girl cuts her leg on the bookcase underneath the seat. The teacher quickly grabs tissue and a Band-Aid to assist the student. As the students finish the quiz, she goes through the correct answers with the class, calling upon students who raise their hand to share the answers. When students choose the wrong answer she goes through the steps and asks them to identify where they believe they went wrong. She is sharing the students’ responsibility for learning with them. The environment is conducive for students to make mistakes and be comfortable being vulnerable. She is personable and demonstrates understanding toward each of the students. Mr. Brown- Rose High School- English 9. Mr. Brown, an African American male in his late 30’s, dressed in a distinguished suit and matching shoes, with a deep toned voice, demanded the attention of the students by his mere presence as the students walked into the room. The class was made up of primarily boys of Latino and African American descent; the girls in the class were the minority of the same ethnic background. As the students approached their seats, he called them as Mr. and Miss according to their last name. The Warm-Up was on the board, and as the bell rang, students immediately began the assignment without prompting from the teacher. The assignment was to write down a personal and academic goal. He explained the importance of goals and plans, especially for minorities, as he shared that there may be things that get in the way . . . outside barriers; but the plan is a tool to help overcome the foreseeable and unforeseeable obstacles. He made it clear he was aware of the barriers the students may face because of their race or socioeconomic status; nonetheless, he wanted them to be aware of the POSSIBLE SELVES OF AFRICAN AMERICAN MALES 80 barriers and not allow those things to distract them. After writing for a brief amount of time, Mr. Brown projected a motivational video, after the short 2-minute clip, he instructed the students to identify some ideas from the video to incorporate in their own goals. As they wrote he walked around the room checking their work, reminding them to stay on task. As time to move forward approached, he asked who needed additional time, as the request for more time became a necessity, he put an additional three minutes on the timer. The subject being observed in this class, Jason, a 9 th grader at RHS sat up front and was seen encouraging his peer, another African American male to complete the assignment. Later in his interview, he named Mr. Brown as one of the most influential people in his life. Ms. Tennis- Bow High School-12 th Grade Economics Class. Mrs. Tennis, a woman whose ethnicity is unclear, appears to be of a mixed race. She is in her late 40’s or early 50’s. She is dressed in semi-business attire and is noticeable smaller than most of the students in the class. As the students participated in a scavenger hunt she stood up front, giving clues to the groups, joking with them as they learned during the hunt. In the class there was a tennis ball being thrown to the students, it became obvious that when a student wanted to share an idea out loud the student needed the ball in their possession. As she went around the room asking questions, she came to the student I was observing, Chris, in which she asked him a question about supply and demand. As he pondered the answer, she stated she knew he had a desire to be an entrepreneur, and it was necessary for him to understand this concept to be successful. She did not move on until he understood the concept. Once he demonstrated his clarity about the concept, she praised his efforts and moved forward. She made it obvious that she knew her students based on what she said to them as well as the rapport she had with everyone in the class. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 81 Based on the interactions between the teachers and the students in these classes, it was obvious the teachers were invested in the future of all the students in their classes. Both teachers were making connections between the lesson and their futures. The interactions between the teacher and student were also discussed in the interviews with the subjects. Each participant identified the teachers as key factors in their development as students and their identity in the class. The interviews allowed the participants to further describe actions I observed in the classes and explain their perspectives. It is also important to note that the students at RHS had a substantially greater amount of interaction with their teachers in comparison to the Black young men at BHS. The positive rapport between the teachers at RHS and the students was also evident in the interviews. As the males at RHS praised their teachers, three of the four participants named Mr. Brown as a role model in their lives. None of the participants at BHS named a particular teacher as a role model. It is important to note the staff at RHS is more diverse than BHS. At BHS the staff has a total of 117 teachers; the ethnic composition is 11% Hispanic, 8% Asian, 4% African American, and 91% White. Of the African American teachers, two are male and two are female. One of the two Black male teaches only AP courses in which only a few Black students are enrolled, and one of the two Black females teaches a majority AP and Honors course load. At RHS the staff ethnicity is more diverse; they have a total of 77 teachers, of whom 11.9% are African American; 3.6% are American Indian or Alaska Native; 13.1% are Asian; 3.6% are Filipino; 21.4% are Hispanic or Latin, and 41.7% are White. The data for ethnicity and gender together are not available; however, the researcher observed three African American males as teachers, all of whom were mentioned at least once by the male interviewees when describing role models on campus. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 82 Although the numbers of classroom visits were limited, it is worthy of note that the observations, especially at Rose High School, did not exhibit high levels of content rigor. They were socially affirming, and the connections between the students and the teacher were apparent; however, the students appeared to receive a great deal of affective support. If this pattern is wide spread, it may explain the students’ minimal enthusiasm for college, which does not seem to be a high priority among them. Interviews The interviews were the most revealing of the instruments, as the participants were transparent in their responses. Their responses in the interview revealed their hopeful yet realistic perspective of school in relation to themselves. The two themes that appeared throughout the interviews focused on the value of teachers/mentors and curriculum/content applicable to real life. The young men in the study placed tremendous value on the previously listed themes and praised the teachers and schools with whom they experienced these valuable components. Teachers. Of the eight participants, all noted teachers as positive factors of the educational setting that contributes to their possible selves. To some participants the teacher had the greatest impact on the educational experience and had the ability to influence the possible selves that students were developing. The most frequent commonality about the teacher characteristics that had an influence was their display of caring and their personable demeanors. It was rare that the student mentioned the actual content as the most important factor, content was secondary; it was the teacher that had the greatest impact on the possible selves they develop. These attributes of the teachers are important to the students’ overall perceptions of themselves, but they leave unaddressed the manner in which the teachers promote aspirations for attaining higher education goals. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 83 Firstly, the compassion of the teacher was described as the greatest attribute. Jerry, a 12 th grader at RHS said of his math teacher, Mrs. Kim, “It’s more relaxed. She jokes with us. She doesn’t treat us just like students, she treats us like people.” Despite the fact that Jerry claimed he did not enjoy math, he valued the class because of the teacher. Jones and Mechetti (2001) claim that the teachers’ beliefs and perceptions about the Black males have one of the greatest impacts on the performance of the AA male students. Jason, a 9 th grader at RHS stated, “my teacher, Mr. Brown, is helping me inspire myself to actually chase my goals and do what I could to get there.” The teacher in this case was deemed as a key contributor to the student’s desire to reach his future goals and envision his possible self. The second characteristic of the teachers that made them valuable factors in the students’ educational experience to positively influence their possible selves is their ability to be personable toward their students. TJ, a freshman from BHS, said about his history teacher, She interacts with us… She’s not one of those teacher’s that just hands you a packet of work and gets up on the board, do[ing] it all extra fast, and if you didn’t get it, you just didn’t get it. She won’t just sit down at her desk. She’s active. She talks to you in the class. She tells you stories about the class. She tells you stories that happened in her life and you can tell her stories that happened in your life. TJ admired his teacher’s humility and display of humanity. She was no longer just his teacher in his mind, but a person in his life who he could talk to and relate to in some ways. Keon, a senior at RHS shared similar views of his teacher, he said: He took his time out to be my mentor. . . to talk to me. Just basically, gave me a little background of himself as well… he put himself as a father figure. Even though my dad is POSSIBLE SELVES OF AFRICAN AMERICAN MALES 84 around, but [he served] as another father figure to make sure I’m not another dude on the streets. Or somebody in a jail cell, or in the grave. The teacher that Keon described is African American. For that reason, I asked him if race mattered in which teachers he connected with. He replied, “It really doesn’t matter, because I have teachers male or female from other races that for some reason they always tell me the same thing. [The say, ‘I see the potential in you; it’s there, you just got to keep striving, so that’s what I’ve been doing.” Despite the teacher’s race or gender, teachers have the ability to impact a student’s future by helping them unveil their potential and attain the possible self they desire. It is clear from the interviews that connections at a human level with their teachers is important to Black male students at both schools. Their emphasis on this attribute speaks to the possible absence of this attribute among all teachers, creating an affinity for the teachers who do display this attribute, or it speaks to the sociocultural nature of learning, which may be neglected between teachers and Black male teachers. Perhaps this neglect has to do with what Black male students perceive to be the fear White people have of Black males. On the other hand, Gio, a senior at BHS, indicated that race does play as a factor in the teacher’s impact on students. Social Cognitive Theory also claims that learners need a reliable and relatable model to demonstrate learning and behaviors; the shortage of AA male teachers negatively impacts the learning context for AA male students (Bryan& Ford, 2014). Gio asserted: … It will actually be more inspiring to Black students [to have Black teachers] because they’re able to see how, coming into this school… you have a black teacher, that’s making… has the creditability to teach at a predominately White school. It’s inspiring to see Black staff, not just as janitors but as staff and administrators. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 85 Gio’s explanation is parallel to the idea of “cultural brokers” according to Ladson-Billings (2009). Having reliable and relatable models will allow the students to adopt the positive behaviors of the teachers and positively influence the student’s notion of their possible self by allowing them to see success in a person that shares a similar culture and ethnicity. A noticeable observation about the race of the teacher, as it pertains to the students, was the seating arrangement. In each class that had a Black teacher, the young black male participants sat in a seat near the front. In those classes the students were actively engaged and had frequent interaction with the teacher. For example, Keon a senior at RHS illustrated vastly different actions in his economics class that has a Black female instructor in comparison to his actions in his ceramics class that is instructed by a White female. In ceramics, he sold candy, walked around during the lecture, and took few notes. In the economics class, he participated, limited his off-subject talking, and even helped others near him complete the assignment. When he attempted to talk about things irrelevant to the lesson, the teacher immediately addressed his behavior and he redirected himself to the lesson. The lesson’s content was relevant and engaged not only Keon, but also all the students in the class. This is a class that appeared to have rigorous social and content expectations. Curriculum/Content. The sociocultural theory also emphasizes the power of culturally relevant curriculum in supporting the co-construction of knowledge (Vygotsky, 1976) In addition to the characteristics of the teacher, the students claimed to be more engaged in the classes when the material was relevant to them as people- including their age, race, gender, and/or interests. This theory was evident in the interview responses of the participants. Gio, a senior at BHS, described his interest in his English class. He stated, “We focus on social things, how people treat other people, instead of just reading a book and talking about it. We actually talk about real- POSSIBLE SELVES OF AFRICAN AMERICAN MALES 86 life situations.” Despite Gio’s interest in the class when I observed him, he was on his phone the duration of the class and not active. When I asked him why, he stated, “… when we get to the really Black influenced English type thing, I will be more interested in that. Still, it’s no excuse for what I did [listen to music]”. Similarly, Keon from RHS, stated, “[I like] Econ because it’s talking about money. I’m a businessman, so I need that.” These responses are further evidence that the Black males in both schools have not been convinced of the need for high academic engagement and achievement as they see themselves both in the present and in the future. The teachers, in some cases, have engaged them in positive relationships, but not necessarily around content except when the relevance to their present lives is apparent. The participants appreciated material that that was applicable to their lives beyond school. Chris, a senior at BHS recalled his middle school math experience to explain how teachers can make material applicable and engage the student. He said: I was taught in middle school that math is life and you could use it. You use it daily, which is correct. Even the most-simple things like grocery shopping, taxes, things like that… My AP Human Geography class teaches you about different things in the world like why and where. It’s like why a certain culture lives in a certain place. In you knowing that it can better your knowledge of the surroundings that you live in. When the content of the class is transferrable to the life of the students, they were more engaged and desired to learn the material and apply it to their lives. This common response on the part of the participants in this study may indicate that White students’ home and community experience may have a greater relevance to school content knowledge than the home and community experiences of Black males. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 87 In addition to the value on curriculum that was applicable to the real world, the subjects of the study emphasized the value in content that provided them choice and was tailored to their interests. For example, Gio stated, “I feel like high school should almost be like college where you get to choose classes instead of having requirements, where you have to do this… In the end, that turns out to be something that you’re just doing, you’re just trying to get through it.” It became a trend that the participants were not interested in learning something they saw no value in for their present life. Keon shared similar views. He said: … Whenever I take a subject I have to be dedicated to it, but Spanish I wasn’t really. They said I have to take it… the same with Government. If I didn’t have to take it I wouldn’t have taken it. I would’ve done something else with my time.” Based on Gio and Keon’s responses, when they do not see the value in a course, it creates an obstacle for them as the course is seen as something that wastes time rather than a contributes to their future. Jerry, a senior at RHS, expressed similar views as Keon and Gio; yet, he took a different approach to mitigate his lack of interest. Jerry re-launched an academy at RHS that focused on gaming programming. According to Jerry, the academies allow the students to have courses or multiple classes that focus on programming. This academy helped him gain an appreciation even for the classes he did not initially enjoy. He stated: I take all my classes to revolve around my video game design. I have an art class to help with concept art. I have ceramics to do sculpting. For me, it’s video game design because that’s what I want to do in my future.” Allowing the students to have classes that focus on their future goals helps them reach current goals and construct a positive self in the present connected to their possible self in the future. The POSSIBLE SELVES OF AFRICAN AMERICAN MALES 88 researcher asked him a follow up question specific to Black males, which stated, “What do you think schools could do to help Black boys especially?” He responded by saying: A lot more programs that… stimulate the creative minds in people. Because everyone has a dream. Nobody just wakes up and says, ‘Oh I want to be the best crackhead I can be.’ They have a dream and many people find that dream is unattainable. Like video game design for example. You talk to somebody about that and they’re like, ‘oh no, that’s too hard.’ But when you actually get a class and learn it, then you [they] realize it’s not that hard. It’s actually attainable. Music too. You get a class for that you’ll find out that a lot of people can do some really good things. Jerry makes a powerful case that schools need to foster and develop the interests of Black boys and capitalize on those interests. He also points out the ability to see a way to attain the possible self one envisions. If schools had courses that supported those interests and goals it would support the students in developing a possible self not limited to the constructs set by a society that discriminates based on the color of ones’ skin. Keon, a senior also at RHS, echoed similar sentiments. Keon said: It [school] needs something that draws us in… If you have something in front of you to where your mind is dedicated to it, it’s like oh, yes, I like that. I’m going to come to school just so I can do that. Then, more Black males will push instead of running. Because when we run we run to the streets, because most of the time you don’t even have families to attend to. We run to the street [looking] for that family. But if you have that dedication in the school, and that entertainment, or whatever it’ll be more interesting. Overall, in the responses to research question two, the survey, observations, and interviews revealed the value in the teachers’ role and relationship with students, collaboration POSSIBLE SELVES OF AFRICAN AMERICAN MALES 89 among students, and content that is applicable to their lives. Schools around the nation are doing great things to support the development of positive possible selves for Black males; however, there are some schools that have yet to make an effort in meeting the needs of their Black males on campus. The lack of concern and effort for the Black boys are negative contributors to the development of a possible self. Research Question #3 What school factors do Black males in the 9-12 grade setting perceive to be contributors to negative perceptions of their possible selves”? Although the participants praised many efforts of their schools and teachers, they also had some negative components of their educational experience that they deemed ineffective in building a positive possible self. Despite the curriculum and teachers being identified as positive contributors to the construction of a positive possible self, the two were elements of schooling were named as the largest barriers to building a positive possible self. The survey responses revealed some trends in the self-derogatory items that negatively impact the AA males’ ability to build a positive possible self. The observations and interviews substantiated some of the patterns revealed in the survey; in the interviews and observations it was revealed that the teacher could be the lead contributor to the construction of a negative possible self. Survey In the survey, the males demonstrated low perceptions of themselves in the self- derogatory items; which ultimately revealed that although they see value in themselves they are critical of themselves. The survey items that had the lowest scores are as follows, item 5: I feel I do not have much to be proud of; Item 6: I certainly feel useless at times, and Item 8: I wish I could have more respect for myself. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 90 In both schools, there were no obvious accomplishments or involvements of the AA male participants on campus outside of sport accolades. The value of Black young men as athletic demigods perpetuates the stereotype that Black males are dominant on the field, but not in the classroom or in activities outside the classroom except athletics. Kunjufu (1986) claims, “Schools give more glory to the ball than to the books. They have pep rallies for the team. There are medals and letters for the football and basketball team… What about glory for the debate winners, for the Black History winners… for the math contest.” While walking the halls of both campus there was little to no praise for the academic efforts of the Black males on campus. The sport teams were prevalent but little of the academic accomplishments of the Black young men. The schools did little to promote an environment that rewarded the efforts of the young men to help them view themselves in a positive perspective off the field and court. The observations provided greater insight about some of the school factors that negatively impact students. Observations During the observations, the researcher noticed in some of the classes the students sat idle and or isolated. It was in those classes that the males did not speak or interact with other members in the class. For example, freshman TJ at BHS sat in his chair with no interaction with his peers around him in his class with a different teacher from the one he praised. During this time, the teacher did not require TJ to interact; it is possible she did not notice his lack of interaction. However, during that time he lost a pertinent opportunity to share his knowledge and learn from his peers as well as allow them to learn from him. TJ’s lack of participation with his peers validates the findings of Carter (2007), in which he claimed Black students found a safe space with each other in schools that are predominately white. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 91 Secondly, in the observations, the seating arrangements in each class had an impact on the way in which the teacher moved about the room and also indicated the amount of interaction the students would have with peers and the teacher. In the classes where the Black males did not participate as often as their peers the seating arrangements tended to have an exclusionary effect, rather than inclusionary effect. For example, Keon a senior at RHS, in his ceramics class sat with primarily all African Americans. Although the course was majority Latino, the class was segregated based on race. The teacher, a Caucasian woman in her early 30’s, did not demonstrate a connection with any of the students during the observation. While she walked around the room to take roll there was no interaction with the students. The students were somewhat chaotic; there was cursing, and some non-Black students, of Latino descent, called each other “Nigga” throughout this time. The teacher never addressed the language, but rather continued with the lecture as if this were a common occurrence. The arrangement of the seating was not conducive to a productive learning environment because the students sat with friends and focused little. The students also segregated themselves, because they were allowed to, as it seems as though they chose their seats in the class. This lack of interaction with the teacher contributes to the negative perspective for African American males primarily because this teacher is not capitalizing on their strengths and utilizing that knowledge in class. They were allowed to do as they pleased instead of learn. This is an issue identified by Blanchett (2006) who claims teachers need to learn in their preparation programs how to deal with culturally and ethnically diverse classrooms of students. The teacher allowed the students to participate in the behavior observed by the researcher teacher as if it was a norm. This is evidence of a lack of cultural competence, as she allowed the students to conduct themselves as if her class was a socializing opportunity rather than a location for learning. It is POSSIBLE SELVES OF AFRICAN AMERICAN MALES 92 perhaps because the teacher has deficit thinking as it pertains to her students. Ogbu and Simmons (1997) assert teachers need to avoid generalizing the characteristics of a student based on “group membership”, but rather treat the child as an individual. In the ceramics class the students were not treated as individuals and they were allowed to perpetuate the negative stereotypes associated with being a minority. The teacher did not require them, nor did she create a setting for them to behave in a manner conducive to learning. The seating arrangement contributed to the negative environment. The seating arrangement can serve as a benefit or a disadvantage. Interviews Teachers’ beliefs and perceptions about Black males make a strong impression on the performance of Black male students (Jones & Menchetti, 2001). During the interviews the students revealed things in their educational experience that negatively impacted their ability to form a positive perception of self. Of the things mentioned by the students, they all pertained to the teacher. It was rare for the participants to identify systemic or institutional bias. The boys talked about uninterested teachers, discrimination and lack of exposure to things outside the normal reach of the students. Although some of the students did not name teachers directly when describing these negative factors, all of the factors they mentioned were within the control of the teacher. First, some participants described the lack of exposure that limits their ability to see a positive possible self and consequently support the adoption of the negative assertions of society about Black men. Jerry, a 12 th grader at RHS, said, “… in the media it’s always negativity. We’re always portrayed as bad or violent. When you get exposure to positive things, exposure to things that you believe you can do that you love and that you enjoy… Positivity starts to live in you.” The males need additional exposure to broaden their perspective. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 93 Secondly, the participants identified discrimination as a lead contributor to a negative possible self. During the interview with Gio, a senior at BHS he was asked if he believes Black men are perceived the same way in school as they are in society as a whole. His response was, “In a sense school does because, I’ve had experience with teachers and other staff where I was just viewed differently from other students … I’ve been asked why don’t I attend schools that are closer to where I live. Kind of like, just, assuming… That I’m not fit to go to this type of school. Keon, a senior at RHS shared a similar notion, he said: …We talk to the teachers and stuff; it’s always something that the teacher says, or that we see that push us away. Like I don’t want to go to school. Despite the fact that the boys identified discrimination as a key factor in the construction of a negative possible self, it is discrimination from the teacher that they described to have the greatest negative impact. Lastly, the Black males described the disservice of an uninterested teacher on the development of a positive possible self. An uninterested teacher or one who lacks connection to the students is often based on cultural differences. The differences between the culture of the student and the teacher can create a divide in the classroom unless he/she makes an effort to understand the student and his culture. These cultural differences are particularly significant when they represent a culture that society has deemed inferior. When describing a teacher who lacked interest in the students CJ, a senior at BHS said: She was very distant. She seemed like she didn’t care about us being there and everyday was always her complaining about something. She made a lot of assumptions. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 94 Gio, at the same school expressed parallel thoughts: he said, “I’m more involved when you ask me questions, and the teacher that I have, she just creates a lesson plan and expects us to learn, just like that… She puts something on the board. We take notes. We write it down. Both students described scenarios in their classes where the teacher does not interact with the students as people, but treats them as a task, which they do not enjoy, but merely a task in their day. This is not developing of a positive possible self, as it demotes the value of their personhood. Without speaking, the lack of interaction can also imply a person’s assumption of the students. That assumption from the teacher has a large impact on how the students see themselves now and consequently their future (Jones and Menchetti, 2001). Summary While the Black young men in this study identify their value and self-worth, they struggle with refuting negative affirmations about themselves. In spite of their ability to identify the negative bias assigned to them by society, they have not successfully identified the way in which they dispel those beliefs without internalizing those same negative beliefs. Consequently, sometimes unbeknownst to themselves, they have unconsciously allowed those internalized beliefs to reside in them and regulate their motivations and behavior. For instance, their reluctance to engage in academic content unless it directly connects to their present lives indicates low expectations for themselves to establish their own connections in order to learn and be successful in their classes. This reluctance to connect to rigorous academic engagement in the present is affecting their notions of their possible selves in the future. They do not see themselves in powerful positions that require strong academic backgrounds. Nevertheless, the interviews and observations reveal that educators have the ability to counter those negative POSSIBLE SELVES OF AFRICAN AMERICAN MALES 95 stereotypes about Black males and foster a love of self and a positive perception of self in the future for Black males by insisting on their academic engagement in high school as did some of the educators at Rose High School but did not seem to be present among all the teachers. The teachers can foster a positive perception of self through their relationships, positive interaction, rigorous and relevant content, strategic placement of seating, and exposure to academic and career pathways. Although American schools have historically been structured in a way in which the Black males are underserved, they have made some gains in addressing the needs of Black males; however, much work remains to foster a positive possible self as well as provide pathways to attaining their hoped-for selves. It lies within institutional agents like teachers and counselors to ensure they have the educational experiences that prepare them for college and meaningful careers. On the other hand at Bow High School the African American males seem to have a greater awareness of the connections of their academic achievement and their future possible selves. Despite the fact that they have a greater awareness they are constantly comparing themselves with their white counterparts that negatively impacts their self esteem. In addition to their critical view of themselves they had less positive reinforcement from their teachers than the students who attended Rose High School. Therefore they also had limited views of their possible selves for the future. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 96 CHAPTER FIVE: SUMMARY, CONCLUSIONS, AND IMPLICATIONS/ RECOMMENDED The purpose of this study was to examine how the educational experience of African American males influences their notions of “possible-selves.” The findings from this study indicate that the large disparities in African American males’ access to the educational setting and society have influenced their perceptions of themselves during and after they leave the high school setting. This study identified some of the key contributors to the construction of self- perception and possible selves. The findings from this study substantiate Kunjufu (1986) claims that the public school system holds the most responsibility for Black males being placed in a state of perpetual destruction. Schools bear a major responsibility for the disparate academic outcomes between African American males and White middle class students. Black males enter the educational system as young as four years old and are inducted into systems that contribute to their failure. Further this study demonstrates that the barriers Black males face in educational institutions and society are harmful to their perception of self (Osyerman, D., Gant, L., & Ager, J., 1997). The conflict in the journey of constructing a positive self-perception in the present affects their perception of possible selves in the future. This research has the potential of influencing teachers, school administrators, and policy makers, to make changes in the educational system to adequately serve a subgroup that has been persistently underserved. To fulfill the purpose of the study, it focused on the following questions: 1. How do Black males’ perceptions of themselves in grades 9 -12 influence their perceptions of their “possible selves” in the future? 2. What factors do Black males in the 9-12 grade school setting perceive to be contributors to their positive possible selves, beyond existing stereotypes? POSSIBLE SELVES OF AFRICAN AMERICAN MALES 97 3. What factors do African American males in the 9-12 grade school setting perceive to be contributors to perpetuate their negative notions of the possible? This study first utilized surveys to identify from a large sample pool the trends and patterns in African American males’ perceptions of themselves and the influence of their perceptions about self in the future. This chapter will provide a summary of the findings, conclusions, drawn from the analysis of data, and the implications of these findings for future practice and future research. Additionally, this chapter makes recommendations for future practice and future studies. Summary of Findings The theory of “possible selves” creates an intricate conundrum for African American males. Being a male and Black in America presents specific barriers because of racial discrimination; consequently, AA males struggle with their perception of self and in constructing a positive possible self in a nation that provides a stark social context for their lives (Osyerman et al., 1995). In this study it is evident the educational setting has one of the largest impacts on Black male students’ perceptions of self and possible self. This research led the researcher to findings related to the three research questions. In answering those questions it was revealed that Black boys identify their value and self worth; yet, simultaneously they are critical of themselves. Secondly, it was revealed that Black boys at the predominately White school were slightly more critical of themselves than the Black boys who attended a school of primarily students of color. Thirdly, based on the interviews and observations, it was evident that the teachers had a powerful influence on Black male students’ perceptions of themselves and their possible selves in the future. This study reveals the tremendous impact of institutional agents on Black males perceptions of themselves and of their possible selves for the future. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 98 The interviews and observations reveal that the teacher influence can be positive or negative. The boys in the study looked to their teachers to be mentors and role models and when the teachers failed to fulfill that requirement, their interest in the class was negatively impacted. Finally, the Black males in the study emphasized the importance of exposure and content that is meaningful in their classes, making a connection with the curriculum would promote more interaction between the Black boys and the others in the class and consequently positively impact the positive self they construct. In the self-esteem survey, it was discovered that the Black young men in the study valued themselves and identified their worth; nevertheless, the results of the survey illustrated the young men criticism of themselves in the self-derogatory items of the survey. Although there were a high percentage of respondents who agreed with the positive statements in the survey, there was substantial percentage of respondents who expressed agreement with the negative statements about themselves. This was especially important to the focus of this study because it highlighted that despite the stark social context for Black men in America they still value themselves but face some obstacles in the appreciation of self. This double perception of self reflects the two perspectives Black boys receive in their microsystem- including school and home. In the Black community there is still a culture that provides the Black male positive feedback that counters the often-negative experience at school. It was evident from the interviews that some of their positive perception of self in the future came from the positive portrayal of African American men in society as athletes; however, there were few positive contributions to the possible self from academics. This study reveals that the disproportionate statistics in education creates an identity crisis for the Black male; they are valued in one area of their life (home); yet once, they reach school they are faced with conditions that deny the positive affirmations they have POSSIBLE SELVES OF AFRICAN AMERICAN MALES 99 received; this double identify is the reason for the contradictory responses on the self-esteem scale. Even with the positive perceptions of themselves, overall, the Black males did not draw their positive perceptions of self from their academic performance, but from their own entrepreneurship or their natural talents. Their responses in the interviews and the observations of classes revealed little emphasis on rigor related to course content. The main support their teachers provided was in the way of positive relationships, not in making academic rigor available to Black males. Consequently the Black males in Rose High School, especially, while feeling affirmed by their relationships with some of their teachers, did not express interest in rigorous academic endeavors. Further they did not envision possible selves in the future that included college. Students at Bow expressed the intention to go to college, but they did not stress their present efforts to qualify for college through rigorous academic engagement. The students in both schools seemed to expect teachers to make the connection between course content and their lives. They did not seem interested or capable in making the connection for themselves. On the other hand, the survey revealed that for some self-derogatory items of the self- esteem scale, Black boys at the school with a large population of students of color had a more positive perspective of self in comparison to the Black boys at predominately White schools. This perception was evident in Black boys’ reluctance to engage in rigorous academic endeavors with White students. They seem to lack confidence academically when interacting with White students in the classroom. When given the choice, they gravitated to other Black students when they were asked to work in groups. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 100 These findings confirm the research by Carter (2007) in which she conducted a study on Black students who attend predominately White schools. Carter’s research revealed that Black students in predominately white schools exhibited lower self-esteem than those who attended schools with populations of majority students of color. The lower self-esteem was attributed to the students’ negative perception of the teachers and non-Black peers and the institutional bias reflected in disproportionate suspensions, tracking, and placement in special education. In her research, Carter (2007), also focused on the beliefs of the teachers in the predominately White institutions, students are influenced by what they perceive to be the teachers opinions of themselves. Many chose to address inequality by relying on colorblindness in policies and procedures, rather than addressing cultural differences as potential assets. Students at Bow High School described comments from some of their teachers that demonstrated deficit thinking pertaining to students of color. Some of them made the Black students feel like unwelcome guests at the predominately White high school. The power of the teacher was revealed in the observations and interviews. Throughout the research process it became evident the teachers had a large impact on the possible self a student will construct. When answering research question two and three the observations and interviews provided similar data. The teachers had the greatest impact on the construction of a positive possible self and equally on the construction of the negative possible self. According to Jones and Menchetti (2001) the beliefs and perceptions teachers have about Black males in the classes has a strong impression on their performance. The differences between the culture of the student and the teacher at times created a divide in the classroom unless he/she made an effort to understand the student and his culture. These cultural differences are particularly significant when they represent a culture that society has deemed inferior. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 101 Teachers tend to see “Whiteness” as the standard for normalcy in a classroom and any behavior that diverges from that is considered deviant. It was evident Black male students looked at their teachers to be role models and demonstrate behavior they can learn from and mimic, for some race was a factor; however, all agreed any teacher of any race that illustrated care and compassion could positively influence the possible self they construct. Lastly, the participants in the study placed value on the content of the classes that sparked their interest and helped them view all their classes more positively. Such was the case with the gaming programming class. Ladson-Billings (1995) postulates that teachers must function under the notion that knowledge is “not static; it is shared, recycled, and constructed.” The students did not value the classes in which the knowledge offered did not seem to enhance their lives. Also, through the content the students described exposure to relevant content as a key contributor in the possible selves they develop. Teachers who expose students to knowledge relevant to empowering their lives can change a students’ perceptions of the world and their possibilities. However, students themselves did not seem capable of making these connections without the assistance of teachers who helped them make the connections. Overall, despite the boys’ acknowledgement of the negativities displayed in society in regards to Black males, they all demonstrated a desire to become successful in the future. For some, the path was clearly defined with specific goals at the end; for others, the only goal was success. Despite the very different socioeconomic make-up of the schools, all the young men illustrated the great impact the microsystem has on the way in which they see themselves. The teachers, parents, and peers have the ability to help the young men dispel those negative portrayals in society and create a counter-narrative for themselves. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 102 Implications/Recommendations for Practice With teachers having the greatest impact on the development of the possible self and perceptions of self of Black males it is necessary to devote more time in educating and training teachers to be more knowledgeable about students cultures and ethnicities as a way to help them deal with students of different cultures and ethnicities. In addition to educating the teachers on the student diversity, it is necessary for teachers to be educated on the huge impact they can have on the way in which African American males view themselves as students. It is possible that teachers are not aware of the large role they play in the formation of the identity of the students. For teachers already in the profession there should be a mandatory professional development course or courses that focus on cultural diversity, culturally relevant pedagogy, and humility. The cultural diversity is necessary to help build the cultural competence of the teachers; the culturally relevant pedagogy will help train the teachers on ways in which they can bring cultural diversity in their curriculum and into their classroom interaction with African American males. Lastly, humility is a course that can make teachers more effective in working with students of different cultures and ethnicities, particularly Black males. Humility comes from valuing other cultures rather than placing superiority on one’s own culture and ethnicity. Secondly, I propose that schools need to incorporate a program on campus that intentionally validates the Black male on campus to dispel the prevalent negative perceptions that are negative about Black males. One way to do this it to support them to succeed outside of athletics, currently, it seems as though the only recognition they receive is for their athletic excellence. It is necessary to have school site based programs based on the needs of the student population. In order to mitigate that critical analysis of self that Black males have they need POSSIBLE SELVES OF AFRICAN AMERICAN MALES 103 some positive reinforcement at school, including not only the support of the teacher but the school as a whole. A third, but important recommendation, is for schools to connect cultural relevance and sociocultural theories of learning to scaffolding Black males into higher levels of rigorous course content. Without it, Black males are not envisioning themselves as capable of academic rigor, nor are they envisioning possible selves that include high academic achievement that includes college. Recommendations Future Research Additional research could focus on the intersectionality between influences outside the school such as family, society, and neighborhoods and then the influences of school. Although education has one of the greatest impacts on the development of the possible self, there are other factors that have a strong influence on the future self that Black males hope to attain. In addition to the possible selves, future research could focus on the educational setting and identify ways in which schools can build the self-esteem of the Black male population through the curriculum as well as through relationships. There have been direct links to self-esteem and possible selves; yet, there is little work on how to build the self-esteem of the Black male. This study demonstrated the connection between self-esteem and possible self; however, more research is needed. After identifying some possible ways to work with students’ families and communities to collaborate in building Black males’ self esteem to counter the impact the media and the larger society is having to communicate negative perceptions of Black males. Secondly, this study has implications for future research on school choice. Based on the findings of the research, it is evident that parents of Black males must make a decision for the kind of school they wish for their child to attend. Currently, school choice offers few options, POSSIBLE SELVES OF AFRICAN AMERICAN MALES 104 each of which, have a positive and negative consequences. In the one school where African American were the predominate group and where they had a sizable amount of African American teachers, the students had a higher view of themselves and they seemed more confident. Perhaps this is because they did not have to compete with White males who have become the nation’s standard for academic excellence. Therefore, they were not aware of the large academic gap between them and White males, which they will have to face in the future. In the other school, African American males were in the minority and they were keenly aware of the academic gap between themselves and White males. This awareness may account for their lower self esteem and lower confidence in themselves. However, they may be better prepared for future endeavors because of this awareness. They also had access to large repertoire of resources and displays academic excellence. There is need for future research on the long term impact of the school choice as it pertains to African American males and their possible selves for the future. Conclusion The possible selves that Black boys form are largely constructed by their educational experience. In the educational setting, teachers have the greatest impact on the adoption of a positive possible self as well as a negative possible self. 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Employment status of the civilian noninstitutional population by age, sex, and race. Washington, DC: Bureau of Labor Statistics. Retrieved from http://www.bls.gov/cps/cpsaat03.htm Zeehandelaar, D. Winkler, A. (2013). What parents want: Education preferences and trade-offs. Washington, DC: Thomas B. Fordham Institute. POSSIBLE SELVES OF AFRICAN AMERICAN MALES 114 Appendix A Rosenberg Self Esteem Survey Rosenberg Self-Esteem Scale (Rosenberg, 1965) Instructions: Below is a list of statements dealing with your general feelings about yourself. If you strongly agree, circle SA. If you agree with the statement, circle A. If you disagree, circle D. If you strongly disagree, circle SD. Students are also asked to provide their name, grade level, school site, and racial identity. Scoring: SA=3, A=2, D=1, SD=0. Items with an asterisk are reverse scored, that is, SA=0, A=1, D=2, SD=3. Sum the scores for the 10 items. The higher the score, the higher the self esteems. 1. On the whole, I am satisfied with myself. SA A D SD 2.* At times, I think I am no good at all. SA A D SD 3. I feel that I have a number of good qualities. SA A D SD 4. I am able to do things as well as most other people. SA A D SD 5.* I feel I do not have much to be proud of. SA A D SD 6.* I certainly feel useless at times. SA A D SD 7. I feel that I’m a person of worth, at least on an equal plane with others. SA A D SD 8.* I wish I could have more respect for myself. SA A D SD 9.* All in all, I am inclined to feel that I am a failure. SA A D SD 10. I take a positive attitude toward myself. SA A D SD POSSIBLE SELVES OF AFRICAN AMERICAN MALES 115 Appendix B Interview Questions Below are the interview questions for the students. The interviews will be semi-structured, allowing the interviewer to ask follow-up questions when necessary. At the conclusion the participant will be asked if there is any additional information they would like to add. 1- Do you know what “possible-selves” mean? (If not, the student will be given a description of the term) 2- Can you describe what your future will look like? What type of job will you have? What do you envision your family to be like? What do you think will be your hobbies? 3- In what ways is school preparing you for that future? If not, how is school not preparing you? 4- Do you place value on your education? If so, why? If not, why? 5- What classes/courses do you enjoy? Provide an explanation of why. 6- What classes/courses do you not enjoy? Why? 7- Do you plan on attending college? If so, why? If not, why? 8- How do you believe society views Black men? 9- Do school also view Black men the way in which society does? How so? 10- If you could change anything in the educational system to help Black males, what would it be? 11- Is there any additional information you would like to add? 12- What is your parent’s highest level of education? 13- POSSIBLE SELVES OF AFRICAN AMERICAN MALES 116 Appendix C Possible Selves Questionnaire Who will you be next year? Each of us has some image or picture of what we will be like and what we want to avoid being like in the future. Think about next year -- imagine what you’ll be like, and what you’ll be doing next year. • In the lines below, write what you expect you will be like and what you expect to be doing next year. • In the space next to each expected goal, mark NO (X) if you are not currently working on that goal or doing something about that expectation and mark YES (X) if you are currently doing something to get to that expectation or goal. • For each expected goal that you marked YES, use the space to the right to write what you are doing this year to attain that goal. Use the first space for the first expected goal, the second space for the second expected goal and so on. Next year, I expect to be Am I am doing something to be that way If yes, What I am doing now to be that way next year NO YES (P1) _________________ _ (s1)__________________ ____ (P2) _________________ (s2)__________________ ____ (P3)_______________ ___ (s3)__________________ ____ (P4) _________________ _ (s4)__________________ ____ POSSIBLE SELVES OF AFRICAN AMERICAN MALES 117 In addition to expectations and expected goals, we all have images or pictures of what we don’t want to be like; what we don’t want to do or want to avoid being. First, think a minute about ways you would not like to be next year -- things you are concerned about or want to avoid being like. • Write those concerns or selves to-be-avoided in the lines below. • In the space next to each concern or to-be-avoided self, mark NO (X) if you are not currently working on avoiding that concern or to-be-avoided self and mark YES (X) if you are currently doing something so this will not happen next year. • For each concern or to-be-avoided self that you marked YES, use the space at the end of each line to write what you are doing this year to reduce the chances that this will describe you next year. Use the first space for the first concern, the second space for the second concern and so on. Next year, I want to avoid Am I doing something to avoid this If yes, What I am doing now to avoid being that way next year NO YES (P5) _________________ _ (s5)_________________ _____ (P6) _________________ _ (s6)_________________ _____ (P7) _________________ _ (s7)_________________ _____ (P8) _________________ _ (s8)_________________ _____ POSSIBLE SELVES OF AFRICAN AMERICAN MALES 118 Appendix D Consent Form University of Southern California Rossier School of Education Waite Phillip Hall 3470 Trousdale Parkway Los Angeles, CA 90089 INFORMED CONSENT FOR NON-MEDICAL RESEARCH EXAMINATION OF THE POSSIBLE SELVES OF AFRICAN AMERICAN MALES IN GRADES 9-12 AND THE EDUCATIONAL SYSTEMS THAT CONTRIBUTE TO THEIR POSITIVE AND NEGATIVE PERCEPTIONS You are invited to participate in a research study conducted by Crystal J. Adams M.Ed. and faculty advisor Sylvia Rousseau, Ed.D at the University of Southern California, because you are an African American male enrolled in a participating high school. Your participation is voluntary. You should read the information below, and ask questions about anything you do not understand, before deciding whether to participate. Please take as much time as you need to read the consent form. You may also decide to discuss participation with your family or friends. If you decide to participate, you will be asked to sign this form. You will be given a copy of this form. PURPOSE OF THE STUDY The purpose of this study is to examine how the educational experience of African American males influences their notions of “possible-selves”. The possible self is considered the “future- oriented” aspect of one’s self-perception; it is a “hypothetical” image in which one visualizes who he or she wants to become and also who the person does not want to become. Schools play an important role in influencing the possible self one will adopt. The possible selves are developed through educational systems such as access to resources, educational programs, school culture and climate, as well as student-teacher relationships. The possible self you develop in high school has a lasting impact on the remainder of your life as it guides your current and future decisions. Historically, Black males have been underserved and not received the education suitable to promote success in life after high school. By identifying the educational systems that promote a negative and positive possible self, schools can began to make changes to the educational system to adequately serve African American males. STUDY PROCEDURES If you agree to take part in this survey, you will be asked to complete an online survey that is expected to take about 10 minutes. After the survey, eight participants will be chose to be interviewed and observed in their classes and activities. The eight participants will be selected based on random selection and current grade level. If selected, you will be observed in your Math/Science, English/Social Studies, and/or Physical Education courses, the observations will range from 25-45 minutes and each person will be observed 2-3 times. If you agree to take part in this study you will be interviewed one time for 30-45 minutes. Audio devices will be used POSSIBLE SELVES OF AFRICAN AMERICAN MALES 119 during the interviews and the participants will sign a consent form before continuing their participation in the interviews. If you do not wish to be audio recorded, handwritten notes will be collected. Your answers to the questions are voluntary; if you do not want to answer a question you are not required to do so. POTENTIAL RISKS AND DISCOMFORTS There are no potential risks and/or discomforts POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY The results from this study will help schools identify educational practices that promote a positive possible self for African American males. After those practices are identified they can be implemented in the school culture and climate. Also, possible contributors to the negative possible selves will be identified and be support to eliminate practices and programs that do not enhance the self-perceptions of the African American males. PAYMENT/COMPENSATION FOR PARTICIPATION No payment/compensation will be made to any participants CONFIDENTIALITY We will keep your records for this study confidential as far as permitted by law. However, if we are required to do so by law, we will disclose confidential information about you. The members of the research team and the University of Southern California’s Human Subjects Protection Program (HSPP) may access the data. The HSPP reviews and monitors research studies to protect the rights and welfare of research subjects. The information collected via audio recordings and transcripts will be stored on a password- protected computer owned by the principal investigator. The participant has the right to review/edit audio recordings or transcripts. Any identifiable information obtained through interviews or surveys in connection with the study will remain confidential. Your responses will be coded with a false name (pseudonym) and maintained separately. The audio recordings will be destroyed once they have been transcribed. The principal investigator will keep the data from the study indefinitely. PARTICIPATION AND WITHDRAWAL Your participation is voluntary. Your refusal to participate will involve no penalty or loss of benefits to which you are otherwise entitled. You may withdraw your consent at any time and discontinue participation without penalty. You are not waiving any legal claims, rights or remedies because of your participation in this research study. INVESTIGATOR’S CONTACT INFORMATION If you have any questions or concerns about the research, please feel free to contact Principal Investigator Crystal Juanita Adams via email at crystaja@usc.edu or phone at 310-230-6623 POSSIBLE SELVES OF AFRICAN AMERICAN MALES 120 RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION If you have questions, concerns, or complaints about your rights as a research participant or the research in general and are unable to contact the research team, or if you want to talk to someone independent of the research team, please contact the University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu SIGNATURE OF RESEARCH PARTICIPANT I have read the information provided above. I have been given a chance to ask questions. My questions have been answered to my satisfaction, and I agree to participate in this study. I have been given a copy of this form. AUDIO/VIDEO/PHOTOGRAPHS □ I agree to be audio/video-recorded /photographed □ I do not want to be audio/video-recorded /photographed Name of Participant Signature of Participant- Date __________________________________________ __________________ Signature of Parent or Guardian (if under 18) Date SIGNATURE OF INVESTIGATOR I have explained the research to the participant and answered all of his/her questions. I believe that he/she understands the information described in this document and freely consents to participate. Name of Person Obtaining Consent Signature of Person Obtaining Consent Date

Abstract (if available)

Abstract Consistent with contemporary and historical research, the findings in this study suggest that Black males need additional support in successfully navigating through the negative images about themselves and the many micro-aggressions they face in society and school in order to reach their hoped for future. Consequently, it is necessary for educational institutions to be structured in a way that fosters in African American males a positive perception of themselves so they envision positive perceptions of their “possible selves.” In a qualitative grounded theory study, conducted through surveys, interviews, and classroom observations of African American males in two different high schools, the study provides findings and recommendations that can contribute to the body of knowledge for supporting educators in structuring school environments that nurture positive “possible selves” for African American male students.

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Asset Metadata

Creator Adams, Crystal Juanita (author)

Core Title An examination of the possible selves of African American males in grades 9-12 and the educational systems that contribute to their positive and negative perceptions

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 07/28/2016

Defense Date 05/09/2016

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

Tag African American males,High School,OAI-PMH Harvest,perception of self,possible selves

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Rousseau, Sylvia (committee chair), Green, Alan (committee member), Hollie, Sharroky (committee member)

Creator Email crysnita@yahoo.com,crystaja@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-283468

Unique identifier UC11281307

Identifier etd-AdamsCryst-4651.pdf (filename),usctheses-c40-283468 (legacy record id)

Legacy Identifier etd-AdamsCryst-4651.pdf

Dmrecord 283468

Document Type Dissertation

Format application/pdf (imt)

Rights Adams, Crystal Juanita

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