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Ethnic studies influence on education attainment

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Ethnic studies influence on education attainment

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Ethnic Studies Influence on Education Attainment

Ashley Janae Hodge

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May 2023

© Copyright by Ashley Janae Hodge 2023
All Rights Reserved

The Committee for Ashley Janae Hodge certifies the approval of this Dissertation

Gregory Franklin
Schavon Waggoner
Darline Robles, Committee Chair

Rossier School of Education
University of Southern California
2023

iv
Abstract
This study conducted a gap analysis using Clark and Estes’s framework to identify the root cause
of an organizational problem. The analysis focused on gaps in knowledge and skill, motivation,
and organizational issues. Specifically, the analysis focused on Black students at a high school,
using a mixed method of data gathering and interviewing six participants who were enrolled in
the ethnic studies course in the 2021-2022 school year. The study concludes that the African
American literature course was beneficial to the students.

v
Dedication
To God I give honor because without Him, I would not be here today. I dedicate this dissertation
to my parents, Renee Hodge, Delbert and Sheriolyn Hodge, and Shawn Lamb. Your unwavering
support and encouragement have been invaluable, and I cannot express my love and gratitude for
everything you have done for me. To my wonderful sisters, Ariel and Araya Hodge, thank you
for always being there for me. I would also like to dedicate this work to my future children, who
I know will achieve great things and surpass my accomplishments. This is also dedicated to my
late great-great-great Aunt Robbie Robinson, whose passion for education has inspired me to
pursue my academic goals. To my extended family and friends, thank you for your love and
support throughout this journey. I am grateful to have you in my life. Finally, I would like to
thank my church family for their prayers and the Board of Trustees for accommodating my class
schedule.

To the community of South Phoenix. This one is for ya’ll! I am committed to advocating for an
equitable education for the children in our community. To my Roosevelt Elementary School
District (RSD) community, thank you for electing me to serve as a governing board member.
RSD Governing Board members, thank you for your support and encouragement.

To my USC Black Infinity Group, we did it! I am incredibly proud of all five of you, and I feel
grateful to have shared this journey with such an amazing group of individuals. Thank you for all
of the laughs, kind words, support, motivation, accountability, and community. You are all
amazing educators, and I have no doubt that you will continue to make a positive impact in the
world. This is a celebration of Black Excellence and Black Joy. Welcome to the Doctorate Club!

vi
Acknowledgements
I would like to express my deepest gratitude to my committee chair, Dr. Robles, for her
unwavering support and patience throughout the writing process, even with my extensive service
commitments to various organizations. Dr. Robles has also been a vital resource and guide as I
navigate my new role as an elected official. I am forever grateful for her mentorship and
guidance.
I would also like to extend my thanks to Dr. Waggoner, who has been an exemplary role
model and inspiration to me. When I was just 20 years old, she graduated from Arizona State
University with her doctorate at 30 years old. Her achievements inspired me to pursue my first
doctorate before turning 30, which I was able to achieve at 25 years old. Representation matters,
and Dr. Waggoner showed me the possibilities for Black women. I am forever grateful for her
influence on my academic journey.
I want to thank Dr. Franklin for his willingness to serve on my committee. Your
contributions were valuable, and I am grateful for your support and feedback throughout the
process.
I would like to take a moment to express my deepest gratitude to my support system.
Your unwavering support has been a crucial part of my academic journey. Thank you for the
countless words of encouragement, meals, drinks, and for simply being a listening ear when I
needed it the most. I also want to give a special shoutout to my girls who kept me looking
beautiful throughout this entire process. From my hair to my nails, to my eyelashes, you all have
been amazing. I cannot express how grateful I am to have such an incredible support system by
my side. Thank you all from the bottom of my heart.

vii
Table of Contents
Abstract ........................................................................................................................................... iv
Dedication ........................................................................................................................................ v
Acknowledgements ........................................................................................................................ vi
List of Tables ................................................................................................................................... x
List of Figures ................................................................................................................................. xi
Chapter One: Introduction ............................................................................................................... 1
Organizational Context and Mission ................................................................................... 2
Organizational Performance Goal ....................................................................................... 2
Related Literature ................................................................................................................ 3
Importance of the Evaluation .............................................................................................. 4
Stakeholder for the Study and Stakeholder Performance Goal ........................................... 5
Purpose of the Project and Questions .................................................................................. 6
Methodological Framework ................................................................................................ 6
Definitions ........................................................................................................................... 7
Organization of the Study .................................................................................................... 7
Chapter Two: Review of the Literature ........................................................................................... 8
Foundation of Education ..................................................................................................... 8
Segregation .......................................................................................................................... 9
Educational Debt ............................................................................................................... 11
Education 1950s and Beyond: Civil Rights ....................................................................... 12
Educational Attainment in Marginalized Communities .................................................... 13
History of Ethnic Studies: Harm Caused ........................................................................... 14
Critical Race Theory .......................................................................................................... 15
Improve Education Attainment ......................................................................................... 16
Benefits of Ethnic Studies ................................................................................................. 19

viii
Contributions ..................................................................................................................... 21
Conceptual Framework: Stakeholder Knowledge, Motivation and Organizational
Influences ........................................................................................................................... 22
Chapter Three: Methodology ......................................................................................................... 31
Conceptual and Methodological Framework .................................................................... 31
Assessment of Performance Influences ............................................................................. 33
Participating Stakeholders and Sample Selection ............................................................. 42
Data Collection .................................................................................................................. 43
Data Analysis ..................................................................................................................... 44
Trustworthiness of Data ..................................................................................................... 44
Role of Investigator ........................................................................................................... 44
Limitations and Delimitations ........................................................................................... 45
Chapter Four: Results and Findings .............................................................................................. 46
Participating Stakeholders ................................................................................................. 46
Data Validity ...................................................................................................................... 48
Results for Research Question 1 ........................................................................................ 48
Conclusion ......................................................................................................................... 69
Chapter Five: Solutions and Integrated Implementation and Evaluation Plan .............................. 73
Organizational Context and Mission ................................................................................. 73
Organizational Goal ........................................................................................................... 73
Knowledge Recommendations for Practice to Address KMO Influences ........................ 75
Motivation Recommendations ........................................................................................... 78
Organization Recommendations ........................................................................................ 84
Integrated Implementation and Evaluation Plan ............................................................... 89
Summary of the Implementation and Evaluation ............................................................ 104
Limitations and Delimitations ......................................................................................... 104

ix
Recommendations for Future Research ........................................................................... 105
Conclusion ....................................................................................................................... 105
References ................................................................................................................................... 107
Appendix A: Interview Protocol .................................................................................................. 116
Introduction ..................................................................................................................... 116
Setting the Stage .............................................................................................................. 117
Heart of the Interview ...................................................................................................... 117
Closing Question ............................................................................................................. 119
Closing Comments .......................................................................................................... 119
Appendix B: Syllabus .................................................................................................................. 120
Appendix C: Informed Consent/Information Sheet ..................................................................... 122
Appendix D: Recruitment Letter ................................................................................................. 123
Appendix E: Sample Survey Items Measuring Kirkpatrick Level 1 (Reaction) and Level 2
(Learning) .................................................................................................................................... 124
Appendix F: Sample Survey Items Measuring Kirkpatrick Level 1 (Reaction), Level 2
(Learning), Level 3 (Behavior), Level 4 (Results) ...................................................................... 125

x
List of Tables
Table 1: Organizational Mission, Global Goal and Stakeholder Goals 5
Table 2: Summary of Assumed Knowledge Influences on Stakeholder’s Ability to Achieve
the Performance Goal 23
Table 3: Summary of Assumed Motivation Influences on Stakeholder’s Ability to Achieve
the Performance Goal 27
Table 4: Summary of Assumed Organization Influences on Stakeholder’s Ability to Achieve
the Performance Goal 29
Table 5: Summary of Knowledge Influences and Method of Assessment 35
Table 6: Summary of Motivation Influences and Method of Assessment 38
Table 7: Assumed Organizational Influences 41
Table 8: Pseudonyms, Race/Ethnicity/ Gender for Interview Subjects 47
Table 9: Summary of Results and Findings, Reported As Identified Assets and Needs 70
Table 10: Summary of Knowledge Influences and Recommendations 76
Table 11: Summary of Motivation Influences and Recommendations 79
Table 12: Summary of Organization Influences and Recommendations 85
Table 13: Outcomes, Metrics, and Methods for External and Internal Outcomes 92
Table 14: Metrics, Methods, and Timing for Evaluation of Critical Behavior 94
Table 15: Required Drivers to Support Critical Behavior 96
Table 16: Evaluation of the Components of Learning for the Program 100
Table 17: Components to Measure Reactions to the Program 101

xi
List of Figures
Figure 1: The Gap Analysis 33
1

Chapter One: Introduction
Underserved or marginalized students in the United States have been coerced to deprive
themselves of family, culture, and language in order to succeed in public schools (del Carmen
Salazar, 2013) in search of the American Dream. The American Dream: “if you work hard and
play by the rules, you should be given a chance to go as far as your God-given ability will take
you” (Hochschild & Scovronick, 2004, p. 9). Furthermore, the American Dream is not the same
for marginalized students. According to Du Bois (as cited in del Carmen Salazar, 2013),
educators in the United States have historically deliberately and inadvertently impacted
marginalized students with inferiority messages hidden in the curriculum, which makes it
difficult for marginalized students to achieve the American Dream and contributes to academic
difficulties.
In most educators’ view, academic difficulties are associated with marginalized students’
culture, language and home environment, not systemic issues. Sometimes, students of color may
also demonstrate a raceless persona to navigate the educational system (del Carmen Salazar,
2013). Students of color resist teachers who do not comprehend bicultural and multicultural
worlds and strengthen cultural lines of separation that are systematically enforced in schools
(Warikoo & Carter, 2009, as cited in del Carmen Salazar). Refining pedagogy is important for
student and teacher success and critical for students’ academic and social resilience (del Carmen
Salazar, 2013). Black students in Arizona are graduating from high school at a rate of 73%, and
White students are graduating at a rate of 92%. According to the State of Black Arizona, only
36% of the state’s Black students are obtaining post-secondary degrees or higher, and White
students are obtaining 67% of post-secondary degrees. Marginalized students need to be
supported by their environments to succeed in their education (Bunce et al., 2021). This study
2

explored the problem of why Arizona’s Black students’ educational attainment differs from that
of White students and the impact of ethnic studies courses.
Organizational Context and Mission
Robles Waggoner Franklin High School District (RWFHD), a pseudonym, has 23
schools that enroll approximately 30,000 students and almost 5,000 staff members. The district is
composed of 81% Hispanic students, 8.3% African American students, and 4.4% Caucasian
students. The district’s mission is to ensure that all students are prepared for their post-secondary
aspirations. The district employs approximately 1,500 teachers, 300 certified non-teachers, 1,400
support staff members, and 135 administrators. The staff demographics are such that 79% of
administrators are White, and 19% are Black. Among teachers, 85% are White, and 9.3% are
Black. Further, 82% of classified staff are White, and 16% are Black, according to the Arizona
Department of Education (2020). The graduation rate for the district is 82%. RWFHD’s core
values are being empathetic, cooperative, dedicated, brave, innovative, and intentional. Students
and staff are encouraged to display the core values at all times.
Organizational Performance Goal
The district’s goal is to increase the graduation rate by five percent by 2023. The
graduation rate is currently 82%, and the goal is to increase it to 87%. Black students are not
graduating high school or attending college at the same rate as White students. The first year that
ethnic studies content was offered in the school district was the 2021–2022 school year, and it
started with English literature courses. Ethnic history courses were offered in the fall of 2022,
making it the second ethnic studies course offered. When ethnic studies are offered for all Black
students in 2025, the goal will be that all of them will graduate. To reach the goal of 100%
graduation for Black students, all Black students will be enrolled in one ethnic studies course,
3

and their academic achievement will be monitored. Less than 10% of the population is Black;
therefore, at the campus level, it is feasible to enroll all Black students in ethnic studies courses
by fall 2023. Academic attainment is expected to increase because students enrolled in similar
ethnic studies courses in Tucson have increased graduation rates over 6 years (García, 2013).
Related Literature
School districts can impact and influence educational attainment in marginalized
students. Research shows that educational attainment is lower in Black- and Latino-concentrated
neighborhoods (Frings et al., 2019; Goldsmith, 2009), and even when the marginalized students
attend college and graduate, their employment rates are lower compared to White students
(Bunce et al., 2021). Marginalized students need to be supported by their environments to
succeed academically (Bunce et al., 2021). Ethnic studies courses provide supportive
environments for students. According to Marrun (2018), one of the goals of the civil rights
movement was to improve the quality of education for students of color and to ensure that their
education is culturally relevant, meaningful and inclusive of their lived experiences. Educational
equity and social justice have been at the forefront of the Civil Rights Movement (Marrun,
2018).
Research has shown that when African American and Latino men are taught from a
position of strength, their learning outcomes and social success increases (Marrun, 2018; Watson
et al., 2016). Ethnic studies provide students with a sense of belonging and increases in
motivation, attendance, grade point averages, and number of credits earned (Dee & Penner,
2017). The courses also provide students with a historical and contemporary understanding of
issues that impact their community, and the courses impact their educational attainment
(Naegele, 2022). Students who participate in ethnic studies courses gain more confidence to
4

navigate racism and challenge microaggressions in their schools (Naegele, 2022). Ethnic courses
have layers of benefits for students enrolled in the courses. Students enrolled in the courses have
a higher level of empathy and are more aware of and concerned about how institutional racism
and discrimination impact other groups of people (Dunbar, 2020).
Importance of the Evaluation
It is important to evaluate the organization’s performance goal in relation to graduation
rates and educational attainment for marginalized students for a variety of reasons. If the
organization is not monitoring graduation rates, then the district is not doing what is in the best
interest of students. Evaluating the effectiveness of teaching and learning is imperative for
students to be successful (Stark-Wroblewski et al., 2007). This school district has the highest
number of African American students in Arizona at 8.3%; therefore, it is this district’s
responsibility to increase the graduation rate of Black students so that their educational
attainment and career trajectory increase. Evaluating the success of ethnic studies courses on
academic achievement from a student’s experience will help inform the literature for other
districts considering implementing ethnic studies courses. Table 1 presents the stakeholders and
their performance goals.

5

Table 1
Organizational Mission, Global Goal and Stakeholder Goals
Organizational mission
Preparing every student for college, career and life.
Organizational performance goal
By 2025, graduation rates for Black students will increase by five percent for those who are
enrolled in ethnic studies courses.
Ethnic studies courses
Fall 2021, ethnic studies English
literature courses were offered.
Fall 2022, ethnic History courses
were offered.
By fall 2023, ethnic studies math
courses will be offered.
By fall 2024, ethnic studies science
courses will be offered.
Teachers

By fall 2025, all teachers will
be fully trained to
successfully teach the
courses.

Students

By spring of 2025,
African American
students would have
received one full year
of ethnic studies
courses.

Stakeholder for the Study and Stakeholder Performance Goal
Based on data from last school year, 39% of students had post-secondary plans. It is
important to focus on the actual students that the courses affected. Enrollment will be tracked
and monitored to track progress toward the goal of having students enrolled in all sections. The
goal is to increase the graduation rate by five percent in 2025 and to increase education
attainment. This goal was chosen based on my experience in the educational leadership program
at the University of Southern California (USC).
The content of USC’s program related to me, and I felt like I belonged. Also, the ethnic
studies courses are offered at my former high school, and I did not have that experience.
Therefore, I wanted to see how the courses affect students. I chose the measurable goal based on
the current graduation rate and post-secondary status of the graduating class of 2021. Due to time
6

constraints, the graduating class of 2022 was used to measure the effectiveness of the ethnic
studies course implementation. I also used state data to assist in determining the goals. It is
critical that our students start to see themselves in the curriculum and that they can relate to what
is taught. Education attainment is significant in that we are preparing students for their futures
and creating generational wealth (Broughton et al., 2021).
Purpose of the Project and Questions
The purpose of this project is to conduct a gap analysis (Clark & Estes, 2008) to examine
the root cause of the organizational problem above. The analysis will focus on the causes of this
problem due to gaps in the areas of knowledge and skill, motivation, and organizational issues.
The analysis will begin by producing a list of possible or expected causes and then by examining
these systematically to focus on actual or validated causes. While a complete gap analysis would
focus on all stakeholders, for practical purposes, the stakeholders to be focused on in this
analysis are Black students at one high school. As such, the questions that guided this study are
the following:
1. What are the knowledge and motivation influences of students who have been
enrolled in an ethnic studies course?
2. What are the organizational influences that supported students when they were
enrolled in the ethnic studies course?
3. What are the solutions and recommendations in the areas of knowledge, motivation,
and influences to successfully implement an ethnic studies course?
Methodological Framework
A mixed method of data gathering and Clark and Estes’s (2008) gap framework were
used to analyze, collect, and evaluate students’ perspectives on ethnic studies courses and their
7

lived experiences. The interviewees were enrolled in the ethnic studies course in the 2021–2022
school year. The evaluation was based on the data collected from the stakeholders, literature
review, and content document analysis. Evidence-based solutions will be used to make
recommendations comprehensively. Six African American students over the age of 18 who
graduated in 2022 were participants in the study. The goal was to interview all 12 students who
were enrolled in ethnic studies. The syllabus for the course was also utilized.
Definitions
Culturally relevant teaching refers to a pedagogy that empowers students intellectually,
socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and
attitudes (Ladson-Billings, 2006).
Ethnic studies are the lessons on the histories, knowledge, cultures, and issues of racial-
ethnic groups. The courses are taught from the perspective of that particular culture.
Organization of the Study
This study has been organized into five chapters. This chapter provided the key notions
and vocabulary commonly found in a discussion about ethnic studies and education attainment in
marginalized high school students. The organization’s mission, goals, and stakeholders, as well
as the review of the evaluation framework, were provided. Chapter Two provides a review of
current literature surrounding the scope of the study. Topics include culturally relevant teaching,
ethnic studies courses, motivation, self-efficacy and metacognitive and graduation rates. Chapter
Three details the choice of participants, data collection and the qualitative methodology of the
study. In Chapter Four, the data and results will be described and analyzed. Chapter Five will
include recommendations for practice based on data and literature and recommendations for an
implementation and evaluation plan.
8

Chapter Two: Review of the Literature
The purpose of this literature review is to explore the problem of practice that Arizona’s
Black students’ education attainment differs from White students. To address this problem of
practice, I explored the influence of ethnic studies courses on the academic attainment of Black
students. This chapter will review research that discusses the historical context of education,
including the Brown v. Board court decision, educating students of color, the adverse impact
Brown had on Black teachers and the benefits of ethnic studies. Then, I will review the role of
students, followed by an explanation of the knowledge, motivation and organizational (KMO)
influences’ lens used in this study. Next, I will turn attention to students’ KMO influences and
complete the chapter by presenting the conceptual framework adapted by Clark and Estes (2008).
Foundation of Education
History of Education
African American students continue to face significant disparities in education. African
American students have lower rates of high school graduation and college enrollment than their
White peers (Anyon, 1980; Ladson-Billings, 1995; Siddle-Walker, 2013). There is a history of
issues in urban education in the United States. It is a multifaceted perspective on urban
education, highlighting both its challenges and potential (Davis, 2021; Massey et al., 2014;
Shujaa, 1993). It is suggested that addressing the complex issues urban schools face requires a
holistic and intersectional approach that considers historical, cultural, and social factors. In 19th-
century St. Louis, Missouri, despite facing obstacles, Black students and their families
persevered in their pursuit of education, and their efforts led to the emergence of sustainable
public schools (Davis, 2021). Ultimately, there is an emphasis on working toward a more just
and equitable education system for all students (Davis, 2021; Massey et al., 2014; Shujaa, 1993).
9

Primary Schools
African Americans in the United States have been continuously oppressed as they pursue
social justice and equity. The journey has included educational conditions designed to repress
and constrain the unjust legal system and economic, political, social and emotional barriers
(Brown & Brown, 2010; Vinovskis, 1992). Race has been the most common reason why
inequities are present. Some thought the United States was living in a post-racist era because the
first African American President, Barack Obama, was elected, which occurred during incidents
of racial violence. Education has been a pathway to create a more racially equitable society
(Brown & Brown, 2010; Vinovskis, 1992).
Primary education for African Americans in the United States has a complex history
marked by an extensive battle for equal and equitable educational opportunities (Banks, 2013;
Ogbu, 2004; Orfield & Lee, 2007; Rury, 2017). Before the Civil War, laws in many southern
states outlawed enslaved people from learning to read and write, while northern schools were
often segregated by race. After the Civil War, efforts were made to establish public schools for
African Americans, but these were often underfunded and provided inadequate resources.
Segregation continued until the Supreme Court’s landmark Brown v. Board of Education
decision in 1954, which declared segregation in public schools unconstitutional. Despite this
ruling, segregation persisted in many areas of the country, and it was not until the Civil Rights
Act of 1964 that segregation in schools was finally outlawed (Banks, 2013; Ogbu, 2004; Orfield
& Lee, 2007; Rury, 2017).
Segregation
Segregation in education has been a persistent problem in the United States from the
1800s to the present. Segregation was enforced through Jim Crow laws in the late 19th and early
10

20th centuries, which mandated the separation of schools based on race. This resulted in schools
for Black students receiving less funding and resources than those for White students,
perpetuating educational disparities that still exist today (Tushnet, 2016).
1800s to Present
The 1954 Supreme Court case Brown v. Board of Education marked a turning point in
the fight against segregation in education. The court ruled that segregation was unconstitutional
and violated the equal protection clause of the 14th Amendment. However, the decision did not
immediately lead to integration, and many schools remained segregated for years (Orfield &
Frankenberg, 2014). Segregation in education persists today in different forms, including
economic segregation, which occurs when schools are divided by income level. This often
results in low-income students attending schools with fewer resources and opportunities,
perpetuating the cycle of poverty. Progress has been made in the battle against segregation in
education, but the issue remains a pressing one. Addressing educational disparities and creating
equitable access to quality education for all students must continue to be a priority in the United
States (Orfield & Frankenberg, 2014; Tushnet, 2016).
Eurocentric Centered
The teaching profession is dominated by White middle-class females from K–12 to
higher education (Matias & Mackey, 2015; Picower, 2009). The education field is predominantly
White women, and it is marked by racial inequality that has implications for the roles and
patterns that White teachers play in racial achievement and opportunity. Whiteness studies
continue to have a significant impact on the field of education (Matias & Mackey, 2015;
Picower, 2009). Whiteness is how White supremacy is maintained. Whiteness reveals how
Whites benefit from systems, institutions and social arrangements that seemingly do not appear
11

to Whites that race is a factor. Race has everything to do with the system of inequity based on the
founding of this republic that was built on land that belonged to Native-Americans and then with
the labor of African Americans.
Therefore, it is imperative that White teachers do not assume to be the White savior, as
that does students a disservice (Matias & Mackey, 2015; Picower, 2009). White teachers should
share the burden of dismantling White supremacy in education. In taking some ownership of
race, it is likely they will stop projecting their emotional feelings of guilt and discomfort onto
students of color. To do the work of dismantling Whiteness, one must do the work for oneself
(Matias & Mackey, 2015; Picower, 2009). The negative impact that Whiteness has on teachers’
understanding of children and urban schools must be taken with the utmost importance in teacher
preparation. Some believe that instead of trying to change the curriculum of teacher education, it
is believed that there should be creative ways to recruit more teachers of color (Picower, 2009).
Educational Debt
In education, “the achievement gap” is a very common phrase. The achievement gap
refers to race and class, meaning the achievement of minority and disadvantaged students
compared to their White counterparts \(Ladson-Billings, 2006). Fourth-grade Black and Latino
students’ reading scores were 26 points lower than White fourth graders, according to the
National Assessment of Educational Progress in 2005. There was more than a 20-point gap in
mathematics for the fourth graders. The reading gap was more than 23 points, and the
mathematics gap was more than 26 points for eighth graders. It is believed that culture mismatch
contributes to the achievement gap because of the nature of the curriculum and teachers’
pedagogical practices. Focusing on the achievement gap continues to lead to short-term solutions
that do not address the underlying long-term problem because there has been an understanding of
12

persistent inequities (Ladson-Billings, 2006). Ladson-Billings (2006) used the national deficits
and national debt to explain the continued education disparities; focusing on the achievement gap
is like focusing on the budget deficit. However, what African American and Latino students are
experiencing is more like the national debt. There is an education debt and not an achievement
gap. In a conversation that Ladson-Billings had with Professor Emeritus Robert Haveman,
The education debt is the foregone schooling resources that we could have (should have)
been investing in (primarily) low-income kids, which deficit leads to a variety of social
problems (e.g., crime, low productivity, low wages, low labor force participation) that
require on-going public investment. This required investment sucks away resources that
could go to reducing the achievement gap. Without education debt we could narrow the
achievement debt. …The message would be that you need to reduce one (the education
debt, defined above) in order to close the other (the achievement gap). A parallel is trying
to gain a growing and robust economy with a large national debt overhang. (p. 5)
Education 1950s and Beyond: Civil Rights
The NAACP’s legal victory in Brown v. Board of Education, which declared that
separate educational facilities were inherently unequal, sparked the civil rights movement in
1954 (Cunningham, 2021; Guinier, 2004). However, 2 years prior, 21 teachers were fired in
Orangeburg, South Carolina, for refusing to distance themselves from the NAACP, highlighting
the ongoing issue of inequalities in public schools. The second ruling in 1955 allowed for
desegregation, but social, political, and economic issues persist, with Whites still advancing
academically at a higher rate than Blacks and girls being more advanced than boys in the Black
community. Harvard Law Professor Bell argued that Blacks will only achieve racial equality
when it converges with the interests of middle- and upper-class Whites, highlighting the need to
13

link race and class. Leadership from the federal government for equity in public education has
been lacking since the 1960s (Cunningham, 2021; Guinier, 2004).
Educational Attainment in Marginalized Communities
Education attainment in marginalized communities, particularly for Black people, is not
equitable compared to White people. Since the early 1980s, the imprisonment of young Black
men has skyrocketed, resulting in negative life outcomes due to being incarcerated. As a result,
young Black men are exposed to long-term unemployment, which is a negative transition out of
high school. While Whites are enrolled in college at a higher rate than Blacks, Black people are
more likely to go to college when certain conditions are controlled, such as estimated
costs/benefits, school achievement, and net SES class (Han, 2018). This study concluded that
Blacks experience negative transitions, such as incarceration and long-term unemployment, at a
higher rate than Whites, while Whites experience positive transitions, such as college enrollment
(Han, 2018). A Black man is twice as likely to go to jail than enlist in the military.
To understand Black academic experiences, researchers have examined achievement
motivation as a meaningful psychological process (Han, 2018). Academic identification, which
is how one develops strong connections between the academic domain and self, is seen as
essential for Black students to perform well academically (Hope et al., 2013). Academic
disidentification, on the other hand, is when students disconnect important aspects of their self-
esteem, self-concept, and values from the academic realm. This is often due to stigma, such as
low expectations, perceived negative stereotypes, and unfair treatment due to racism. Hope et al.
(2013) studied academic identification and academic disidentification in a multi-university
sample of Black college students, examining participants’ patterns of self-esteem and academic
achievement to determine academic identification patterns for academic achievement and college
14

adjustment. The authors found varying associations between self-esteem and academic
performance for Black college students, with some benefiting from strong connections between
self-esteem and academics, while for others, it may hinder their psychological and academic
well-being (Hope et al., 2103). Additionally, the study concluded that Black students’ cultural
values may increase positive types of academic identification and adjustment, allowing for
greater success and resilience, particularly at predominantly White institutions where they may
encounter racism (Hope et al., 2103). Campuses should promote Blackness to provide safe
spaces that embrace Black identities and academics (Gilmore et al., 2022; Han, 2018; Hope et
al., 2013).
History of Ethnic Studies: Harm Caused
Schooling is a place of suffering for many Black children and families in the United
States (Dumas, 2014). Anti-Blackness is the central concern and proposition in an intellectual
project known as Afro-pessimism. Afro-pessimism theorizes that Black people exist but are not
human. It is believed that Black is socially and culturally positioned as slave, dispossessed of
human agency, desire and freedom by Afro-pessimist scholars (Dumas, 2016). “Although
slavery involves personal relationships between groups, it also operates as an institutionalized
system, maintained through social processes that make it impossible for the Slave to live, to be
regarded as alive for her- or himself in the social world” (Dumas, 2016, p. 13). Even though
Black people are no longer enslaved, there are residual negative effects. Blacks are feared. It is
important for educators to acknowledge that anti-Blackness infects educators’ work in school
and serves as a form of everyday violence against Black children and families, which impacts
educational attainment (Chittooran, 2020; Dumas, 2016).
15

There have been documented inequitable educational policies, opportunities, and
outcomes (Dumas, 2014). Even with the increase in college attendance, Black Americans’
educational attainment continues to be disproportionately low compared to other racial groups.
Whites obtain more years of education than Black Americans, which limits Blacks’ incomes
(Berwise & Mena, 2020). Protective effects of Black racial identities have shown favorable
results with psychological and educational outcomes. Negative educational outcomes (less
academic identification and poorer achievement) have been associated with perceived lifetime
discrimination (Berwise & Mena, 2020). Researchers concluded that educational attainment is
impacted by perceived discrimination frequency and stress, racial identity, age and gender in
Black American adults. Black men reported high levels of perceived discrimination and stress.
Teacher education programs throughout the United States have been called to respond to the
increasingly diverse society by educating teachers to be culturally responsive (Berwise & Mena,
2020; Chittooran, 2020).
Critical Race Theory
The critical race theory movement is a group of activists and scholars transforming the
relationship between race, racism, and power (Delgado & Stefancic, 2012; Ladson-Billings,
1995; Naegele, 2022). It includes many of the same issues of conventional civil rights and ethnic
studies but a more general perspective, which includes economics, history, setting, group and
self-interest, and emotions and the unconscious. The theory questions liberal order at the
foundation (Delgado & Stefancic, 2012; Ladson-Billings, 1995; Naegele, 2022). There are
several tenets of CRT. First, CRT states that racism is normal, not atypical, in American society
because it is so embedded in our social order. This makes racism difficult to address because it is
not acknowledged. The second tenet is that the system is White over color and serves both
16

psychic and material for the dominant group. Sometimes, it is called interest convergence. The
third is social construction, which holds that races are products of social thought and relations.
Fourth, CRT highlights storytelling and experiential knowledge. In CRT, it is important to name
your reality because reality is socially constructed. Stories help provide outlets and self-
preservation (Delgado & Stefancic, 2012; Ladson-Billings, 1995; Naegele, 2022). The exchange
from teller to listener can help dismantle ethnocentrism and dysconscious (drive or need to view
the world in one way).
Research on CRT started in the 1970s. Realizing that subtler forms of racism needed to
be addressed, Derrick Bell, Alan Freeman, and Richard Delgado started the work (Delgado &
Stefancic, 2012). The movement started in law but is now included in education to help
understand school discipline and hierarchy, tracking, affirmative action, high-stakes testing,
curriculum and history, bilingual and multicultural education, and alternative school. Theorists
attempt to provide equity in education for Black and Latino students (Delgado & Stefancic,
2012; Ladson-Billings, 1995; Naegele, 2022). To create a more equitable educational system in
schools and classrooms, racism has to be acknowledged, and there have to be radical solutions
for addressing it. There have to be bold and unpopular stances taken (Delgado & Stefancic,
2012; Ladson-Billings, 1995; Naegele, 2022).
Improve Education Attainment
In 2015, the National Assessment of Educational Progress indicated that Black and
Hispanic eighth graders in public education are behind White students in mathematics by about 2
to 3 years of learning. Specific learning disabilities are overrepresented in Black and Hispanic
students compared to White students (Dee & Penner, 2017). Dropout rates for Black and
Hispanic students are twice as high as for White students.
17

Urban Education
Urban students experience challenges that affect their educational experiences because of
their limited access to resources due to how the educational system is designed. Urban has been
defined as an area that attracts diverse groups because of the opportunities, and it is highly
populated (Person et al., 2021). According to researchers, African American students have more
barriers to achievement and less positive educational outcomes than White students (Dee &
Penner, 2017). Blacks have a lower graduation rate from high school as well as lower rates of
enrollment in and graduation from college than White students. The lack of educational
attainment translates into higher rates of unemployment, poverty and health (mental and
physical) problems in the Black community compared to the White community (Hurd et al.,
2012).
Social scientists advocated for ethnic studies to combat the harmful effects of segregation
(Dee & Penner, 2017). Ethnic studies are interdisciplinary programs that focus on the
experiences of racial and ethnic minorities with a focus on historical struggles and social
movements. Culturally relevant pedagogy is a compelling way to unlock the educational
potential of historically marginalized students (Dee & Penner, 2017). Researchers have found
that African Americans have increased academic outcomes when there is a stronger racial group
affiliation and connectedness in middle and high schoolers; their motivation is increased (Hurd et
al., 2012). Motivation increased because of feeling connected to other African Americans, and it
helped them reject the negative perceptions of their group that are held by other racial and ethnic
groups (Hurd et al., 2012). Research determined that the ethnic studies curriculum led to large
and statistically significant improvements in GPAs, attendance, and credits (Person et al., 2021).
18

Empowering students to believe in themselves reduces academic barriers to achievement (Dee &
Penner, 2017; Hurd et al., 2012; Person et al., 2021).
Arizona Ethnics Studies in Tucson in 2010
Tucson Unified School District (TUSD) houses the Mexican American Studies
(MAS)/Ethnic Studies Program. Students who were enrolled in MAS for 6 consecutive years had
higher rates of graduation and passed standardized state reading and writing tests at a higher rate
compared to their non-MAS peers. In the MAS program, students developed a sense of
belonging (García, 2013). The teachers and students learned from a critical pedagogical approach
how institutional and structural forces impact education and how to empower/motivate students
to change their inadequate educational experiences. The program also increased community
involvement by having meals with the students and their families (García, 2013). Tom Horne
stated, “Start teaching students to treat each other as individuals rather than on the basis of their
race.” (García, 2013, p. 95). He demanded that the program be shut down (García, 2013).
While the state officials in Arizona were attempting to cease the ethnic studies program
in Tucson, students were gravitating more to the course that year. Enrollment nearly doubled in
their 14 schools from 781 to 1400 students (Zehr, 2010). The increased enrollment was due to
some students wanting to experience the courses for themselves. Superintendent of Public
Instruction and Deputy Superintendent Margert Dugan (Zehr, 2010) stated that the courses teach
anti-American ideas and teach students to view themselves as victims. They encouraged new
governor Jan Brewer to ban ethnic studies in Arizona. The interim superintendent of TUSD
received a letter from Horne stating that if the district continues the courses after the law goes
into effect, they would withhold 10% of the district’s funding. One principal believed the district
would stand up because “a student’s identification with the curriculum is non-negotiable” (Zehr,
19

2010, p. 2). Some critics believed it was only Mexican American courses, but there were also
courses on Native American and African American literature in the program. Students and
teachers go into detail about their experiences with the ethnic studies courses (Zehr, 2010).
Despite the positive impact the courses were having on staff and students, an elected official,
Tom Horne, disagreed.
Tom Horne stated, “start teaching students to treat each other as individuals rather than
on the basis of their race.” He demanded that the program be shut down. Horne and his White
allies defended American values, morality, and civilization, and their efforts developed SB 1069,
which intended to ban ethnic studies. Horne was asked why he wanted to ban something he had
not seen. He was invited to the visit but did not make an effort. The SB 1069 bill died before it
made it to a final vote (García, 2013). The victory was short-lived because Jan Brewer
introduced two new bills, SB 1070 and HB 2281. The first criminalized undocumented
immigrants, and the second was directed toward MAS (Banks, 2012; García, 2013). On January
1, 2011, there was a ban on ethnic studies implemented in Arizona in response to the MAS
program in TUSD (Banks, 2012; García, 2013). John Huppenthal, state superintendent of public
education, stated the program violated state law because it taught “diverse ethnic studies”
(Banks, 2012 p. 467). The court held up his decision despite the positive impact that the program
had on students (Banks, 2012; García, 2013). The classes made students think about their futures
and about going to college. The bills had a negative emotional, psychological, and physical
impact on the staff and students of MAS (Banks, 2012; García, 2013).
Benefits of Ethnic Studies
Black youth are subject to three assaults stemming directly from slavery: interpersonal
assaults, curricular assaults, and environmental assaults. Black Education Spaces should promote
20

self-determination, self-actualization, and self-efficacy for Black students. Meanwhile, teachers
can use asset-based pedagogy to view students’ culture as a strength and to cultivate their
knowledge by building on prior cultural knowledge (López, 2017).
Identity and Sense of Belonging
Anti-Blackness is a legacy of chattel slavery in the United States that resulted in the
belief that Black bodies are inhuman and inherently problematic (Warren & Coles, 2020). This
belief has led to challenges in humanizing Black youth experiences in schools (López, 2017;
Dumas & Ross, 2016; Warren & Coles, 2020). Additionally, slavery and settler colonialism are
foundational to the United States in establishing White supremacy, and, to sustain this racial
order, there has to be anti-Black and anti-indigenous logic (Warren & Coles, 2020). Critical race
theory and Black critical theory (BlackCrit) analyze the use of race as a theoretical lens to
understand social inequities (Dumas & Ross, 2016). BlackCrit is important because it explicitly
addresses anti-Blackness, which constructs Black subjects and positions them in law, policy, and
everyday life. It helps to analyze the specific formations of anti-Blackness and can bring forth
policies to bring racial balance in schools (López, 2017; Dumas & Ross, 2016; Warren & Coles,
2020).
Connectedness
The academic attainment of Black, Asian, or minority (BAME) students is lower than
that of White students, which is attributed to stereotypes and anxiety that affect cognitive
capacity (Frings et al., 2019). A study was conducted to examine the impact of identity
incompatibility on academic achievement in BAME and non-BAME students, and it concluded
that interventions addressing both forms of incompatibility are necessary to bridge the attainment
gap (Frings et al., 2019). Another study emphasized validating, valuing, and respecting
21

Latinas/os in the classroom to promote a sense of belonging and connectedness to the campus
community (Marrun, 2018). Ethnic studies courses were found to provide a space where
intersecting pedagogies of home and school overlap, leading to the (re)claiming of academic
space and identity and (re)defining and (re)connecting the boundaries of community space
(Marrun, 2018). The fight for social justice and educational equity continues post-civil rights,
and culturally responsive education is important across PK–16 (Dee & Penner, 2017; Marrun,
2018).
Contributions
Representation Matters
Education is seen as the key to unlocking freedom per George Washington Carver (Hines
et al., 2019), but there is a shortage of African American educators, which is reflected in the
demographic and empirical data showing racial imbalances (Hines et al., 2019; Wilder, 2000).
Black and Latino males are at a disadvantage when it comes to educational attainment, with
graduation rates and college graduation rates being lower for them than for their White and
Asian counterparts (Watson et al., 2016). Researchers attribute this lack of success to perceptions
such as acting White, stereotype threat, and cool pose, which blamed individuals rather than
society. Culturally relevant care is proposed as a solution that acknowledges the assets that
young men of color have and entails creating a sense of community, precise demands,
incorporating other cultures, affirming one’s humanity, and addressing unique needs (Watson et
al., 2016). Mentoring programs and building relationships with young men of color can have a
positive impact on their academic and socio-emotional growth. Culturally relevant pedagogy
focuses on teaching students of color from a cultural asset perspective, promoting academic
achievement, developing cultural competence, and building critical consciousness that
22

dismantles the status quo (Hines et al., 2019; Watson et al., 2016; Wilder, 2000). Improving the
academic outcomes of Black and Latino youth requires building relationships and creating a
warm and trusting environment. Ultimately, increasing educational attainment for Black and
Latino males requires everyone to come together, as exemplified by the African proverb that it
takes a village to raise a child (Hines et al., 2019; Watson et al., 2016; Wilder, 2000).
Conceptual Framework: Stakeholder Knowledge, Motivation and Organizational
Influences
Krathwohl (2002) outlined four types of knowledge and skills: factual, conceptual,
procedural, and metacognitive. This study will discuss factual and metacognitive.
Knowledge and Skills
Factual is performance that requires knowledge of fundamental facts, information and
terminology related to a topic (Krathwohl, 2002). Metacognitive knowledge refers to the ability
to reflect on adjusting skills and knowledge to include strategies, assessing demands, planning
one’s approach and monitoring progress (Krathwohl, 2002).
Declarative Factual Knowledge Influences
Declarative factual knowledge refers to having basic knowledge of terms and details in a
field and/or organization to function properly at an organization (Krathwohl, 2002; Rueda,
2011). To solve a problem, one has to have basic knowledge of the organization’s goal. For
teachers to help students reach the school’s/organization’s goal, they would need to know that
the goal is for students to state the relationship between the content and themselves (Shujaa,
1993). Students should also be able to describe the course’s objectives and how it relates to their
identity (Davis, 2021; Brown & Brown, 2010; Gilmore et al., 2022).

23

Metacognitive Knowledge
Metacognitive is one’s ability to reflect, adjust, be aware of one’s cognition and know
why one is doing something (Krathwohl, 2002; Rueda, 2011). For the students to succeed, they
need to be able to reflect on and assess their process in the course. Students have the ability to
use reflections to adjust necessary skills and knowledge to assess their progress (Krathwohl,
2002). Students are able to reflect on their experiences and how it impacts their self-esteem
(Hope et al., 2013; Krathwohl, 2002; Naegele, 2022). Table 2 shows the stakeholders’ influences
and the related literature.

Table 2
Summary of Assumed Knowledge Influences on Stakeholder’s Ability to Achieve the
Performance Goal
Assumed knowledge influences Research literature
Declarative conceptual (categories, process models,
principles, relationships): Students need to
understand…

Students can state the relationship between the content
and their lived experiences.
Krathwohl, 2002; Shujaa, 1993;
Students can describe the objectives of the course and
how it relates to their identity
Brown & Brown, 2010; Davis,
2021; Gilmore et al., 2022;
Metacognitive: Students need to know how to reflect on
… experience

Students are able to reflect on their experiences with the
content and how it impacts their self-esteem
Hope et al., 2013; Krathwohl,
2002; Naegele, 2022

24

Motivation
Motivational beliefs and processes influence and drive engagement (Rueda, 2011).
According to Schunk et al. (2014), motivation is a process that is a goal-oriented activity that is
set in motion and sustained. There are seven influences related to motivation (Clark, 1999; Clark
& Estes, 2008; Pintrich, 2003): task value, expectancy outcome, self-efficacy, attributions, goal
orientation, goals and affect. Task value is enhanced if a person values the task motivation,
learning and performance. There are four value tasks, intrinsic value (interest), extrinsic value
(utility), attainment value (importance) and cost value (benefit). Expectancy outcome is the
belief that a given behavior will or will not lead to given outcomes. Self-efficacy refers to
motivation, learning, and performance being enhanced when learners have positive expectations
for success.
Attributions refer to motivation, learning, and performance being enhanced when
participants attribute success or failures to effort rather than ability. Goal orientation is creating
mastery-orientation, and it enhances learning, motivation, and performance. Accomplishing
goals is enhanced by clear, current, and challenging goals. The effect is enhancing as well as
activating positive emotions and reducing negative emotions enhances learning, motivation, and
performance. This study sought to understand whether students’ motivation changed because
they learned more about themselves using values, goals, self-efficacy, and mood (Clark, 1999;
Clark & Estes, 2008; Pintrich, 2003).
Reaching organizational goals is a collaborative effort with many stakeholders making
contributions. This study focused on one stakeholder group, African Americans graduates who
are over the age of 18 and who were enrolled in the ethnic studies course (African American
literature) in the school year 2021 to 2022. The stakeholder goal is to increase Black students’
25

graduation rates by five percent. According to the State of Black Arizona, Black students are not
graduating from high school at the same rate as White students. Black students are graduating at
a rate of 73%, and White students are graduating at a rate of 92% (Broughton et al., 2021).
Therefore, focusing on the motivational beliefs of these students is important to understand how
ethnic studies influence graduation rates for Black students.
Value
Value increases motivation, and in the course, students should value the community that
is built in the ethnic studies courses. Value drives choice. With the implementation of ethnic
studies, students should feel confident about themselves and should feel like they belong (Clark,
1999; Clark & Estes, 2008; Naegele, 2022; Pintrich, 2003). Students should feel seen as a
person, as an individual and as Black and Brown students from a strength perspective. When
students see themselves in the curriculum, it increases their value, drives their persistence, and
increases their self-esteem (Naegele, 2022). It is important for students to be valued, validated,
and respected in the classroom (Marrun, 2018). When these elements are in place, students feel a
sense of belonging and connectedness, which increases their motivation because the value has
been increased (Marrun, 2018). Having a space that creates community adds and increases
motivation.
Self-Efficacy
There is a connection between self-efficacy and achieving goals. Self-motivated and
confident people are more likely to engage in tasks and achieve goals than those with low self-
efficacy, low motivation, and a lack of follow resilience. The ethnic studies courses increased
students’ confidence because they felt like they could complete academic tasks (Berwise &
Mena, 2020; Clark, 1999; Clark & Estes, 2008; Hope et al., 2013; Horsford, 2009; Naegele,
26

2022; Pintrich, 2003). Students felt confident about their ability to read and understand the
literature; students became more confident as a result of being enrolled in an ethnic studies
course (Clark, 1999; Clark & Estes, 2008; Pintrich, 2003).
Mood
The way students feel about themselves impacts their behavior and achievement.
Increasing positive emotions and reducing negative emotions increases learning, motivation and
performance (Clark, 1999; Clark & Estes, 2008; Pintrich, 2003). Students need to feel positive
about themselves and their culture (Horsford, 2009; Naegele, 2022). It is important for students
to have positive emotional interactions and feel safe because it will positively impact their
academic achievement. Table 3 shows the stakeholder’s influences and the related literature.

27

Table 3
Summary of Assumed Motivation Influences on Stakeholder’s Ability to Achieve the Performance
Goal
Assumed motivation influences Research literature
Value: Students need to value…
Value: Students need to feel seen by
their teacher.
Clark, 1999; Clark & Estes, 2008; Naegele, 2022;
Pintrich, 2003
Goals: Students are excited about
learning the objectives of the
course.

Self-efficacy: Students need to have
confidence that ... be confident,
feel positive

Self-efficacy: Students’ confidence
increased because they felt they
could complete academic tasks.
Bandura, 1997, 2005; Berwise & Mena, 2020; Clark,
1999; Clark & Estes, 2008; Hope et al., 2013;
Horsford, 2009; Naegele, 2022; Pintrich, 2003

Self-efficacy: Students felt
confident about their ability to
read and understand the literature.
Bandura, 1997, 2005; Clark, 1999; Clark & Estes,
2008; Pintrich, 2003
Mood: Students need to feel
positive about…

Mood: Students need to feel
positive about themselves and
their culture.
Horsford, 2009; Naegele, 2022

Organization
Students need resources so they can be exposed to different career and educational
opportunities. Students need to be exposed to different technical skill programs, educational
28

programs and careers so that educational attainment can be increased and generational wealth
can be created.
Resources
Resources include field trips to skill centers and historically Black college fairs and
possible incentives for community members to be guest speakers. Students have the resources to
gain information from outside of the classroom (Clark & Estes, 2008; Gallimore & Goldenberg,
2001; Schein, 2004). Supplemental resources such as field trips to skill centers, fairs with
historically Black colleges and universities, and guest speakers can scaffold and reinforce the
content. In addition, it makes students feel like the organization cares by allowing creative
educational experiences (Kennedy, 2019). It gives the students real-life applications, and it
allows them to make community connections.
Policies and Procedures
For performance goals to be reached, there have to be policies and procedures in place.
Organizations are more effective when policies and procedures are in order with organizational
goals (Clark & Estes, 2008). The organization has policies and procedures aligned with the goal
of increasing educational attainment in marginalized students. Students should be able to
understand the rationale and the purpose of this course (Clark & Estes, 2008; Gallimore &
Goldenberg, 2001; Schein, 2004).
Cultural Setting
Cultural settings are visible, concrete manifestations of cultural models (Clark & Estes,
2008; Gallimore & Goldenberg, 2001; Schein, 2004). The organization provides an adult who is
culturally responsive and an adult with similar lived experiences (Daly, 2009; Tuckman, 2009).
Cultural Models
29

According to Rueda (2011), to fully understand gaps in organizations that impede goal
achievement, there has to be an understanding of the cultural model that shapes what is normal
operating procedures. Cultural models are values, beliefs, and attitudes that are generally
invisible and automated (Clark & Estes, 2008; Gallimore & Goldenberg, 2001; Schein, 2004).
Table 4 shows the stakeholder’s influences and the related literature.

Table 4
Summary of Assumed Organization Influences on Stakeholder’s Ability to Achieve the
Performance Goal
Assumed organization influences Research literature
Resources (time, finances, people): Students need resources to …
The organization will provide resources to
effectively implement an ethnic studies
course.
Clark & Estes, 2008; Gallimore &
Goldenberg, 2001; Schein, 2004
Policies, processes, and procedures: Students need to have policies that align with …
The organization understands the rationale and
the purpose of this course.
Clark & Estes, 2008; Gallimore &
Goldenberg, 2001; Schein, 2004
Cultural models: Students need to be part of a culture that aligns with …
The organization should be supportive of ethnic
studies courses.
Daly, 2009; Tuckman, 2009
Cultural setting (incentives; rewards; recognition, etc.): Students need to have
The organization supports the course by
providing a culturally responsive adult.
Clark & Estes, 2008; Gallimore &
Goldenberg, 2001; Hines et al., 2019;
Schein, 2004

This evaluation study sought to identify the KMO factors that allowed Black students to
increase education attainment in Arizona by students being enrolled in an ethnic studies course.
30

The literature review explained the barriers that created educational attainment gaps for Black
marginalized students and effective evidence-based practices to increase educational attainment.
The gap analysis framework was utilized to express how KMO influences impacted students and
the organizational performance goal (Clark & Estes, 2008).

31

Chapter Three: Methodology
The purpose of this project was to conduct a gap analysis (Clark & Estes, 2008) to
examine the root cause of the organizational problem. The analysis focused on the causes of the
problem of practice due to gaps in the area of knowledge and skill, motivation, and
organizational issues. The analysis began by producing a list of possible or expected causes, and
then it examined these systematically to focus on actual or validated causes. While a complete
gap analysis would focus on all stakeholders, for practical purposes, the stakeholders focused on
in this analysis were Black students at one high school. As such, the questions that guided this
study were the following:
1. What are the knowledge and motivation influences of students who have successfully
completed an ethnic studies course?
2. What are the organizational influences that supported students when they were
enrolled in the ethnic studies courses?
3. What are the solutions and recommendations in the areas of knowledge, motivation
and influences to successfully implement an ethnic studies course?
Conceptual and Methodological Framework
The gap analysis framework created a method for identifying the steps an organization
needs to follow to achieve its goals (Clark & Estes, 2008). For this study, a modified gap
analysis was used. The gap analysis framework listed the performance goals and desired
outcomes. The status of the goal level that had been achieved was measured. The gaps between
the future goal and the current status of the organization and the students were measured. This
framework analyzes and discusses the causes of the problem. Finally, recommendations for
32

closing the gaps were identified. The figure below depicts the process followed in the gap
analysis (Clark & Estes, 2008).

Figure 1
Gap Analysis Process

33

Assessment of Performance Influences
There are four types of knowledge and skills outlined in Krathwohl (2002): factual,
conceptual, procedural and metacognitive. This study examined factual and metacognitive.
Factual is performance that requires knowledge of fundamental facts, information and
terminology related to a topic (Krathwohl, 2002). Metacognitive knowledge involves reflecting
on adjusting skills and knowledge to include strategies, assessing demands, planning one’s
approach and monitoring progress (Krathwohl, 2002). For motivation, this study examined value
and self-efficacy.
Knowledge Assessment
To assess knowledge influences, this study assessed the knowledge and skills of students
who were enrolled in ethnic studies courses (Krathwohl, 2002). As indicated in Chapter Two, the
assumed influences for factual and metacognitive knowledge will be evaluated using interviews
and document analysis. After the knowledge influences have been identified, the data were used
to evaluate the influence of the ethnic studies course.
Factual Knowledge Assessment
Declarative factual knowledge refers to having basic knowledge of terms and details in
their field and/or organization to function properly at an organization (Krathwohl, 2002; Rueda,
2011). To perform a task, one must have knowledge of the basic jargon, language, and facts. To
solve a problem, one has to have basic knowledge of the organization’s goal. Interview questions
have been designed to elicit information to determine if students gained the factual knowledge
required to succeed in school. The syllabus will be analyzed to compare the content and other
activities with the students’ responses. The analysis of the syllabus was meant to demonstrate
34

whether they have basic factual knowledge regarding the influence of ethnic studies in their
lives.
Procedural Knowledge Assessment
According to Krathwohl (2002), procedural knowledge requires one to demonstrate the
ability to apply knowledge and implement it into practice. Procedural knowledge refers to
knowing how to do something, and it can also be methods of inquiry, very specific or finite
skills, algorithms, techniques, and particular methodologies required to accomplish specific
activities (Rueda, 2011).
Metacognitive Knowledge Assessment
Metacognitive is one’s ability to reflect, adjust, be aware of one’s cognition and know
why one is doing something (Krathwohl, 2002; Rueda, 2011). For the students to succeed, they
need to be able to reflect on and assess their process in the course. Students have the ability to
use reflections to adjust skills and knowledge to assess their progress (Krathwohl, 2002).
Students are able to reflect on their experiences and how it impacts their self-esteem (Hope et al.,
2013; Krathwohl, 2002; Naegele, 2022).
Table 5 outlines each assumed knowledge influence: declarative conceptual and
metacognitive. The various interview questions were used to assess students’ knowledge related
to ethnic studies’ influence on their overall experience in the ethnic studies course. Table 5 also
included documents used to analyze the assumed knowledge influences.

35

Table 5
Summary of Knowledge Influences and Method of Assessment
Assumed knowledge
influences
Interview item Document
Declarative conceptual
Students can state the
relationship between the
content and their lived
experiences.
What is the relationship between the
African American literature class and
your lived experiences? Probes: Tell
me more about that connection.

Review syllabus and
compare the content
and other activities
with the students’
responses.
Students can describe the
objectives of the course
and how it relates to
their identity
If you had to explain African American
literature (ethnic studies) to someone
as it relates to your experience as a
Black student, what would you say?
Probes: Give some examples about
what you learned.
Review syllabus and
compare the content
and other activities
with the students’
responses.
Metacognitive
Students are able to reflect
on their experiences
with the content and
how it impacts their self-
esteem
How did it make you feel to learn
about the history of your people?
How did you feel prior to the course?
Review syllabus and
compare the content
and other activities
with the students’
responses.

Motivation Assessment
Motivational beliefs and processes influence and drive engagement (Rueda, 2011).
According to Schunk et al. (2014), motivation is a process that is a goal-oriented activity that is
set in motion and sustained. There are seven influences related to motivation: task value,
expectancy outcome, self-efficacy, attributions, goal orientation, goals, and affect (Clark, 1999;
Clark & Estes, 2008; Pintrich, 2003). Task value is enhanced if a person values the task
motivation, learning and performance. There are four value tasks: intrinsic value (interest),
36

extrinsic value (utility), attainment value (importance) and cost value (benefit). Expectancy
outcome is the belief that a given behavior will or will not lead to given outcomes. Self-efficacy
believes that motivation, learning and performance are enhanced when learners have positive
expectations for success (Bandura 1995). Attributions refer to enhancing motivation, learning
and performance when participants attribute success or failures to effort rather than ability. Goal
orientation is creating mastery orientation, and it enhances learning, motivation and performance.
Goals accomplishment is enhanced by participants having clear, current and challenging goals.
The effect is enhancing and activating positive emotions. Reducing negative emotions enhances
learning, motivation and performance. This study sought to understand if students’ motivation
changed because they learned more about themselves.
Value
Value drives choice. With the implementation of ethnic studies, students should feel
confident about themselves and should feel like they belong (Clark, 1999; Clark & Estes, 2008;
Naegele, 2022; Pintrich, 2003). Students should feel seen as a person, as an individual and as
Black and Brown students from a strength perspective. When students see themselves in the
curriculum, it increases their value, drives their persistence, and increases their self-esteem
(Naegele, 2022). Value increases motivation, and students should value the community that is
built into the ethnic studies courses.
Self-Efficacy
There is a connection between self-efficacy and achieving goals. Self-motivated and
confident people are more likely to engage in tasks and achieve goals than those with low self-
efficacy, low motivation, and lack of follow resilience. The ethnic studies courses increased
students’ confidence because they felt like they could complete academic tasks (Berwise &
37

Mena, 2020; Clark, 1999; Clark & Estes, 2008; Hope et al., 2013; Horsford, 2009; Naegele,
2022; Pintrich, 2003). Students felt confident about their ability to read and understand the
literature; students became more confident as a result of being enrolled in an ethnic studies
course (Clark, 1999; Clark & Estes, 2008; Pintrich, 2003).
Mood
The way students feel about themselves impacts their behavior and achievement.
Increasing positive emotions and reducing negative emotions increases learning, motivation and
performance (Clark, 1999; Clark & Estes, 2008; Pintrich, 2003). Students need to feel positive
about themselves and their culture (Horsford, 2009; Naegele, 2022). It is important for students
to have positive emotional interactions and feel safe because it will improve their academic
achievement.
Table 6 outlines each assumed motivation influence (value, goals, self-efficacy, and
mood) and the interview questions used to assess students’ motivation related to implementing
ethnic studies. The table also includes the documents that will analyze the assumed motivational
influences.

38

Table 6
Summary of Motivation Influences and Method of Assessment
Assumed motivation
influences (what do I want
to learn)
Interview items

Document
Value: Students felt seen as
a person after taking the
course.
Some might say this course was not
valuable for students or students were
not valued. What are your thoughts?
How did you feel?
On a scale from 1–5 (1 not seen, 5 seen),
how seen did you feel after taking this
course? Did the teacher make you feel
that way, or did other students?
Review syllabus and
compare the
content and other
activities with the
students’
responses.
Goals: Students were
excited about learning
the objectives of the
course.
The goals and objectives of the course
were clear to me (Likert Scale)
What did you perceive the goals of the
activities to be?
Were any of the goals challenging to
you?
Review syllabus and
compare the
content and other
activities with the
students’
responses.
Self-efficacy: Students’
confidence increased
because they felt they
could complete academic
tasks.
Can you describe how confident you
feel about your ability to express what
you learned in your class? Provide an
example about an academic task that
was challenging to you? What about
that task was challenging? Did you
complete the task?
Review syllabus and
compare the
content and other
activities with the
students’
responses.
Self-efficacy: Students felt
confident about their
ability to read and
understand the literature;
students became more
confident because of the
course
On a scale from 1–5, how confident did
you feel about your ability to read and
understand the literature? How did
you feel prior to the course? Can you
give me an example?

Review syllabus and
compare the
content and other
activities with the
students’
responses.
Mood: Students need to
feel positive about…

Mood: Students need to
feel positive about
themselves and their
culture.
How do you feel about what you learned
about your culture and yourself? Can
you give me an example?

39

Organization/Culture/Context Assessment
According to Clark and Estes (2008), effective change begins by addressing motivation
influencers; it ensures the group knows why it needs to change. It then addresses organizational
barriers and then knowledge and skills needed. Successful change ensures that everyone has the
resources (equipment, personnel, time, etc.) needed to do their job and that if there are resource
shortages, then resources are aligned with organizational priorities (Clark & Estes, 2008).
Effective and successful change efforts utilize feedback to determine when/if improvement is
happening (Clark & Estes, 2008).
Resources
Students need resources so they can be exposed to different career and educational
opportunities. Students need to be exposed to different technical skill programs, educational
programs and careers so that educational attainment can be increased and generational wealth
can be created. Resources include field trips to skill centers and historically Black college fairs
and possible incentives for community members to be guest speakers. Students had the resources
to gain information from outside of the classroom (Clark & Estes, 2008; Gallimore &
Goldenberg, 2001; Schein, 2004). These activities are a supplement to the classroom curriculum.
The students are able to implement what they have learned in the course.
Policies and Procedures
For performance goals to be reached, there have to be policies and procedures in place.
Organizations are more effective when policies and procedures align with organizational goals
(Clark & Estes, 2008). The organization had policies and procedures aligned with the goal of
increasing educational attainment for marginalized students. Students understood the rationale
40

and the purpose of this course (Clark & Estes, 2008; Gallimore & Goldenberg, 2001; Schein,
2004).
Cultural Setting
Cultural settings are visible, concrete manifestations of cultural models (Clark & Estes,
2008; Gallimore & Goldenberg, 2001; Schein, 2004). Students believed the course was
supportive by providing a culturally responsive adult with similar lived experiences (Daly, 2009;
Tuckman, 2009).
Cultural Models
According to Rueda (2011), to fully understand gaps in organizations that impede goal
achievement, there has to be an understanding of the cultural model that shapes normal operating
procedure. Cultural models are values, beliefs, and attitudes that are generally invisible and
automated (Clark & Estes, 2008; Gallimore & Goldenberg, 2001; Schein, 2004). Students
believed the organization was supportive of this course. Students believed school and district
leaders supported their efforts (Daly, 2009; Tuckman, 2009).
Table 7 outlines for each assumed organizational influence the various interview
questions used to assess students’ beliefs about the organization’s culture, resources,
policies/procedures/processes to support Black students enrolled in the ethnic studies course. The
table also includes the documents that will be used to analyze the assumed organizational
influences.

41

Table 7
Assumed Organizational Influences
Assumed organization
influences
Interview items

Document
Resources (time, finances, people): Students need resources to …
Students had the resources to
gain information from
outside of the classroom.
What kind of resources (supplies,
community partners) did you
have in the classroom?
Do you feel like your teacher was
prepared and had the necessary
materials in class?
Review syllabus and
compare the
content and other
activities with the
students’
responses.
Policies, processes, and procedures: Students need to have policies that align with …
Students understood the
rationale and the purpose of
this course
What was the purpose of the
course? Do you feel like the
course was aligned with the
school and district policies? Why
or why not?
Review syllabus and
compare the
content and other
activities with the
students’
responses.
Cultural models: Students need to be part of a culture that aligns with …
Students believed the
organization was supportive
of this course.
How did the school and the district
support the course? Can you
please provide an example?

Students believed school
leaders and district leaders
were supportive of their
efforts.
How did you think leaders on
campus viewed the course? How
do you think district leaders
viewed the course?

Cultural setting (incentives; rewards; recognition, etc.): Students need to have
Students believed the course
was supportive by providing
a culturally responsive adult
Did the district/school provide you
with a culturally responsive
adult? Tell me more, please.
Did you believe the course was
supportive by providing a
culturally responsive adult, an
adult with similar lived
experiences?

42

Participating Stakeholders and Sample Selection
The stakeholder group of focus for this paper was high school students who graduated in
the spring of 2022 from RWFHD. Students were over the age of 18 and identified as African
American. The goal was to interview all 12 students who were enrolled in the African American
literature course during the 2021–2022 school year.
Sampling
I had a previous relationship with the students as I was employed at the school while the
students were enrolled in the course. I did not have a supervisory relationship with the students.
The students were over 18 years old. I contacted the student leader and used snowball sampling
from there. I used purposeful sampling to identify Black high school seniors enrolled in the
ethnic studies courses and who were over the age of 18 (Lochmiller & Lester, 2017; Merriam &
Tisdell, 2016).
Recruitment
I contacted the student leader. Students referred each other to me. I contacted the students
via text message. Then, I sent an email with an introduction and the purpose of the study and
informed the potential interviewees that their participation would be confidential and voluntary.
It also included the anticipated time for the interview and the options for participating (in person,
phone call, or online). I asked the student leader of the class to participate and to encourage the
other students to participate. The goal was to have all 12 former students participate in the study.
Instrumentation
The instruments used for this study were interview and document analysis protocols.
Merriam and Tisdell (2016) recommended using triangulation to assist with cross-checking and
comparing two or more types of data for credibility and trustworthiness.
43

Interview Protocol Design
The interview questions (Appendix A) were derived from the two research questions and
were developed following Clark and Estes’s (2008) gap analysis conceptual framework. The
interview questions were semi-structured and included a mix of more and less structured
questions to allow for flexibility and were used as a guide for the interview (Merriam & Tisdell,
2016). All questions were coded by the KMO influences (Clark & Estes, 2008; Krathwohl, 2002;
Pintrich, 2003).
Document Analysis Design
The document analysis was used to review and evaluate organizational documents that
pertained to the course content. I anticipated reviewing other relevant documents but only had
access to the course syllabus, titled the plan for success (Appendix B).
Data Collection
Following USC Institutional Review Board approval, participants, graduates who were
over 18 years old, were solicited by the student leader of their group. I gave him an email that he
sent to the students. The email included the following information: reminding the students of
who I am, what the study was about, and requesting their email addresses and phone numbers.
The student leader did not request any compensation for the assistance. After consent was
obtained, I sent an email thanking the former students for their willingness to participate and
asking when they were available for the interview.
Interviews
I expected to interview 12 students, but after several attempts to recruit, only six students
were interviewed via video call or telephonically. Interviews lasted for 60 to 90 minutes.

44

Document Analysis
The plan for success, which was the syllabus for the course, was used as a reference for
the study. The syllabus was used to compare with what the student reported they learned or
believed the objectives were. I sought approval from the district to utilize the syllabus.
Data Analysis
The data analysis was qualitative, and it was an iterative process (Ravitch & Carl, 2016).
Data were collected from interviews, and the data were analyzed and coded in KMO influences.
Interview transcripts were used to identify patterns related to KMO influences. For the
document, it was also coded in KMO, but not every influence was addressed. The document was
used to assess the student’s experiences as they related to the content of the course. The goal of
this study was to identify gaps related to the KMO influences.
Trustworthiness of Data
To maintain the credibility and trustworthiness of this study, Merriam and Tisdell (2016)
recommended using triangulation to assist with cross-checking and comparing two or more types
of data for credibility and trustworthiness to ensure there is cross-checking. There were two
qualitative methods used for the study. Interviews were the first method, and document analysis
was the second. All students were highly encouraged to participate in the study.
Role of Investigator
I am a former social worker at this high school and had interactions with the students
because I identify as an African American woman. I also had lived experiences of the benefits of
ethnic studies, and I had to be mindful of her positionality while interviewing the students and
analyzing the data. This study was ethical and included consent, reminding participants that it
was voluntary, their confidentiality was maintained, the right to withdraw at any time and
45

permission to seek data from the study. A student who received ongoing direct support from this
writer had a separate conversation about their decision to participate.
Limitations and Delimitations
The limitations of this study were my positionality and the sample’s size. I shared similar
lived experiences as the participants, and it could have impacted the data. I was mindful and
aware that I am an African American female, and I did not probe or project my lived
experiences. I remembered to acknowledge and check my biases and made sure these were not
included in the findings. The sample was small, which may have impacted the validity of the
findings. The findings were from one school and could not be generalized.

46

Chapter Four: Results and Findings
This study used a qualitative method approach to gather data from interviews and
document analysis to answer the research questions. Names of staff are pseudonyms. Chapter
Four presents the results and the findings, a review of the organizational and stakeholder goals
and the data that suggests meaningful advancement toward these goals. Following the review of
the goals, the chapter is organized into KMO influences supported by the data from interviews
and document analysis. To conclude, this chapter will include a summary of the validated KMO
influences and the identified assets or needs of the African American literature course that will
be used to develop recommendations in Chapter Five. The questions below guided this study and
data collection:
1. What are the knowledge and motivation influences of students who have been
enrolled in an ethnic studies course?
2. What are the organizational influences that supported students when they were
enrolled in the ethnic studies course?
The third question will be addressed in Chapter Five:
3. What are the solutions and recommendations in the areas of knowledge, motivation
and influences to successfully implement an ethnic studies course?
Participating Stakeholders
There were 12 students officially enrolled in the African American literature course. Six
students participated in the study. The response rate was 50%, and all participants self-identified
as African American or Black. Four participants self-identified as female and two as male.
Interviews were conducted with the six students via phone or virtually to understand ethnic
studies’ influence on education attainment in former high school students by using KMO
47

influences. Table 8 introduces the six interviewees by providing their pseudonyms, race/ethnicity
and gender.

Table 8
Pseudonyms, Race/Ethnicity/ Gender for Interview Subjects
Pseudonyms Race/ethnicity Gender
Aaron African American Male
Breanna African American Female
Chanae African American Female
Devin African American Male
Erika African American Female
Amaya African American Female

48

Data Validity
Qualitative methodology was used in this study to investigate the research questions and
explore the validity of the presumed KMO influences on the problem of practice. Interviews
were used to assess the KMO influences. During the data analysis, with a small sample, the
threshold that had to be met for an asset was 100%. If it is less than 100%, it is a need for all
influences.
Results for Research Question 1
I asked three questions to assess factual knowledge of the ethnic studies course. It was
evident that all five participants knew and could state the relationship between their lived
experience and the course’s content.
The research indicates that African Americans students are more successful when they
have access to school materials that represent them, their culture knowledge, and their lived
experiences (Brown & Brown, 2010). Higher teacher expectations for students of color impact
their ability to obtain academic success and their confidence to apply for higher education (Hines
et al., 2019). The goal of culturally relevant pedagogy is to promote academic achievement,
develop and maintain cultural competence, and build a critical consciousness that dismantles the
status quo (Brown & Brown, 2010; Hines et al., 2019). Based on the interview responses,
knowledge and motivation influences positively impacted their lives, as exhibited by four of
them being enrolled in college, one enlisted in the Army, and one working full time but planning
to return to college. Their interview responses will support ethnic studies courses as an asset in
their academic achievement and pathway to education attainment. The knowledge and
motivation influence of students enrolled in African American literature course was explored
through interviews and document analyses.
49

To provide context for the interviews, responses reflect students having two teachers. The
first teacher was a biracial (Black and White) woman, and there were some absences. As a result
of the absences, the school combined the African American course with the Latino course during
the first semester. Then, there were substitute teachers. Due to the advocacy of a Black
counselor, she recommended an African American male on campus who was certified in English
to teach the course and repair the harm.
Declarative Conceptual Knowledge Influence: Students Can State the Relationship
Between the Content and Their Lived Experiences
Krathwohl (2002) outlined four types of knowledge and skills: factual, conceptual,
procedural, and metacognitive. This study used factual and metacognitive. Factual is
performance that requires knowledge of fundamental facts, information and terminology related
to a topic (Krathwohl, 2002). Metacognitive knowledge refers to reflecting on adjusting skills
and knowledge to include strategies, assessing demands, planning one’s approach and
monitoring progress (Krathwohl, 2002). Factual knowledge was explored through the influence
of declarative concepts and metacognition. I asked three questions to assess factual knowledge
relating to the ethnic studies course. As the first question, I asked the interviewees about the
relationship between the African American literature class and their lived experiences.
Interviews
Several themes arose: a sense of belonging, community, and the Black experience.
Evidence of the themes is reflected in the interviewees’ quotes. Breanna said, “A lot was based
on the connection with each other and mainly the teacher. It was more like a family than class. I
could open up about anything and everything with them.” Aaron said,
50

In our first class, he spoke to us differently, and we all looked at each other because we
never had this in 4 years, and it felt different because he understood us. He let us be
ourselves, and we did not have to water ourselves down.
Chanae stated,
As far as what we go through as Black people, you see it day to day. It just happened.
The things that were taught to me in the course I use all the time. For example, code-
switching. Sometimes you have to change vernacular so that you can get the same
respect. It was great. It made you feel like a community. You feel as one and not
segregated. We learned about gentrification and empowerment and empowering other
people.
Devin noted,
It allowed me to be my true self while also being able to learn about others in my
community that I may not have known about. It taught me how to act professional and
unprofessionally. It helped me learn how to carry myself in certain situations. Taught me
conflict resolution by taking a breath and evaluating the situation. It gave me the ability
to see the full picture.
Amaya said, “In the class, it helped me get an understanding on how to live life. We do have to
live life differently as African Americans.”
Participants gave examples of what they learned through the course content and how it
connected with their lived experiences.
The second question asked the interviewees how they would explain African American
literature (ethnic studies) as it relates to their experience as Black students. Aaron answered,
“This is our heritage and culture and how to interact in the society. We learned what code-
51

switching is and how we need to work in society.” Breanna stated, “[The] class opened me up to
more information about my culture.” Devin offered,
It allowed me to be my true self while also being able to learn about others in my
community that I may not have known. It taught me how to act processional and
unprofessionally. It helped me learn how to carry myself in certain situations. Taught me
conflict resolution by taking a breath and evaluating the situation. It gave me the ability
to see the full picture.
Chanae stated, “You feel as one and not segregated. We learned about gentrification and
empowerment and empowering other people.” Erika answered, “Things are not always easy. The
color of our skin just tells a whole story to people. We are always judged by the cover.” Lastly,
Amaya said,
Where you actually come from. They do teach you history, but it is sugar-coated. With
this class, we all come from the same background, where it is not sugar-coated. The
biggest thing that stuck with me was police brutality. It made me emotional because I
have brothers and a dad. It showed me how people viewed us. It opened our eyes on how
people see us even though we do not see ourselves in that way. They stereotype us.
Document Analysis
After reviewing the plan for success, I could not compare specific objectives to what the
students learned. The document stated that the course would be about cultural identity and
adulthood from a culturally relevant perspective. Students were able to share examples of their
cultural identity.

52

Metacognitive Influence: Students Are Able to Reflect on Their Experiences With the
Content and How It Impacts Their Self-Esteem
I asked the interviewees how it made them feel to learn about the history of their people
and how they felt prior to the course. Aaron said, “It gave a new side of ourselves. We started to
respect ourselves more after we learned more about ourselves. We started to dress differently and
talk differently.” Breanna felt “empowered, more knowledgeable about my community and
history.” Chanae said,
It makes me feel woke because it is not taught. It makes me feel good because I want to
learn about the interroots, the nitty gritty. I really wanted a class like that because I did
not know much, and I did not know where to go. I kind of felt lost and needed a right way
to be guided to.
Devin stated,
It made me feel enlightened. It was like background info that I was missing, and I was
then exposed to it. I was pretty overwhelmed, and I did not feel connected. I just felt like
I went to school and played football, but after the class, I felt connected to the
community.
Erika said,
It gave me something to look forward to because I do not know my family history, and
now, I know more than what I knew. I did not know what it was, and it gave me
something to look forward to.
Amaya remembered, “It was emotional some days, but it made me proud to know that I was
learning more prior to taking this class. Prior to the course, I felt oblivious.”

53

Summary
All participants demonstrated declarative factual knowledge via their ability to state the
relationship between the content and their lived experiences. Thus, this influence is an asset.
Motivation Influence 1: Value
The influence examined was that students felt seen as a person after taking the course.
Motivational beliefs and processes influence and drive engagement (Rueda, 2011). This study
explored if students’ motivation changed because they learned more about themselves using
values, goals, self-efficacy and mood (Clark, 1999; Clark & Estes, 2008; Pintrich, 2003). The
influences drive motivation. Value drives choice. Goal orientation is creating mastery
orientation, and it enhances learning, motivation and performance. Self-motivated and confident
people are more likely to engage in tasks and achieve goals than those who have low self-
efficacy, low motivation and lack of follow resilience. Students need to feel positive about
themselves and their culture (Horsford, 2009; Naegele, 2022). the plan for success was analyzed,
and there was no reference to motivation.
Interviews
I asked, “Some might say this course was not valuable for students or students were not
valued. What are your thoughts? How did you feel?” Aaron replied,
I feel like that is wrong because it is your identity. The history that we were supposed to
be learning was their culture. The people that say that do not want the truth to come out.
They do not want us to have respect for ourselves. We need to see ourselves as being
more than thugs. That shows their privilege is talking more than their thoughts. That class
made me not say the N-word as much because I learned about my culture and more about
what it means. I am more than just that. I was taught to greet my people with that word.
54

He taught us it originated in Africa and how the White people took it, and we took it
back. For the first time in my life, a teacher really humbled me. It taught me something
that was not just on paper. It was heart-to-heart.
Breanna said, “I felt every student was valued, even if the student was not African American.
They were still treated as our community. He, the non-Black student, wanted to learn more about
our community.” Chanae answered, “I do not agree with that. You have to pay attention. When it
connects to you and you build something with those people, you can bring change into the world
and see how people look at you.” Devin stated, “I feel like we were valued. It was probably the
first class where I felt connected to each other. [The teacher] made a big point to connect with
everyone to make sure everyone had a voice.” Erika stated,
That is actually offensive. It literally gives us an eye-opener because those who are
judged, bullied, and abused for the color of their skin, it gives them something to learn to
be proud of. They are not alone, and to help them understand what their ancestors went
through. And they are able to see where they come from. We are all the same. No one is
better than someone else.
Amaya answered,
I think that we were valued. It was a safe space for us. I do agree that it will not be
suitable for everyone, but it would be for the ones who want to learn. If they are not
interested in learning about our history, it is going in one ear and out of the other. They
have to want to learn.
I asked the interviewees to rate, on a scale of 1 to 5, how seen they felt after taking the
course and whether the teacher of the other students made them feel that way. Aaron offered a
rating of 10:
55

It was a mixture of both. He told us to come together, and we would hype you up. You
were going to be hyped up. Whether you wanted us to turn our back when someone read
because he could not read with everyone looking at him, we hyped him. Doing
presentations and one student who was silent, we all were going to hype you up and show
you love. It did not matter what we were doing. It helped with everyone’s confidence. It
felt like we were doing something bigger, and we should have been doing this my
freshman year. We all knew our worth.
Breanna stated,
Eight to 13 students, and I felt seen a [score of] 5. The teacher and the students made me
feel seen. We would greet each other correctly. I felt seen outside of class. The
connection that we had outside of class made of converse outside of class.
Chanae said,
Five [for] both teachers and students. Teacher … any ideas or thoughts I had, he made me
feel like I could speak about them. Be true to yourself. Students, it felt like a community.
Like I was with my regular friends; it was like family. We all have our differences, and
they are all similar. We encouraged each other to do our best. The energy was good. We
would support each other when one was having a bad day. We would help bring them up.
Devin said, “Five. It was a combination of both. Being connected with my peers and having a
relationship with my teacher.” Erika mentioned, “Four [for] both. I did not think I was going to
meet people, and I actually met people who cared. He still talks to me. I still have teachers that I
still talk to today.” Amaya said,
Three point five. I felt like I was the only one in the class, there were about seven kids in
the class, and I only spoke to two. Class did make me feel seen. His classroom was like a
56

second home. We could talk about anything. He had food. He accommodated our
learning. He would ask us how we wanted to complete the assignments.
Document Analysis
After reviewing the plan for success, I could not compare specific objectives to what the
students learned. The document did state the course would be about cultural identity and
adulthood from a culturally relevant perspective.
Goals Influence: Students Were Excited About Learning the Objectives of the Course
I asked the interviewees to rate how clear the course’s goals and objectives were.
Interviews
Aaron said,
[A rating of] 5. I can rephrase almost every lesson from Mr. P. I remember everything
and more than that. It worked, and it gave people hope. It gave their parents hope, and we
were too busy trying to make quick money. I thought I was going to be a loser. I got hurt
in football and did not think I was going to be able to go to college, but I am in college
getting two trades. All of our parents are proud. It brought tears to our eyes when we
graduated, including mine. It was something emotional that we cannot get back.
Breanna noted, “I do not read the objectives. We did go over most of the objectives.” Chanae
rated the clarity of the goals and objective at a 4:
We expressed ourselves, and the course was not long enough, or the teacher was not there
long enough. First semester, teacher was there for like 2 months. Then, we had subs for
the remainder of the semester. Second semester, we had one teacher, and he saved my
life.
Devin offered a rating of 4, and Erika rated the clarity at a 5. Amaya stated,
57

[I rate it] 3.5. I was the first one to take the class, and I feel like it could have been more
organized. When I first started taking the class, our teacher was White. Then she left. We
had a lot of different teachers. When we got our last teacher, he tried his best but was
starting over.
I also asked the interviewees what they perceived the goals of the activities to be. Aaron
mentioned,
In the beginning, I just looked at it like, “Oh, the district and the principal finally gave in
and gave us something. Tired of hearing African American teachers and students.” I felt
like they gave it to us, and they wanted it to fail, but it ended up not failing. We had 10 to
12 students, and the lower classmen wanted to participate, and it built something that no
one thought. One of my friends got shot 2 days ago, and I wonder if he was in that class,
would it have changed his point of view to the bright side like everyone else? If they had
a little bit of positivity, would that have changed it? He did not get to be 19 for a month. I
am just blessed that I was able to have something that he was not.
Breanna “Could not recall.” Chanae stated, “Not until I finished the assignment. Beginning of
the semester, we got to know each other, authors, food, and we were able to gain trust, and the
goal was to get out of your comfort zone.” Devin said, “[A rating of] 4. It was more of a personal
goal, and how do I approach this goal.” Erika offered a rating of 5:
To help us understand that our history is more than what we think, it should also be
something we want to learn. The fact that we learn our history shows the wrong that
people has done to us, and because we cannot choose the color of our skin, we cannot
choose to be here. We did not ask to go through this. The goal was to understand.
Amaya said,
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To get us a better understanding, not to change what we already knew. It was not sugar-
coated, and I think his goal was for us to see what things really were/are. We had to
answer a prompt on the board, and we had to respond to it with 12 sentences, and we had
to know what we were talking back. We had to write about what we learned prior.
Self-Efficacy
I asked the interviewees to describe how confident they felt about their ability to express
what they learned in class.
Interviews
Aaron said, “That was probably the best decision that I made. All the football awards and
wrestling does not compete with what I have done in that 1 year.” Breanna stated, “I learned
more about my community, history, and my ancestors. We watched podcasts [and] read about
poets who wrote “Wade in the Water.” I feel very confident to talk about what I learned in the
class.” Chanae felt
very confident. A thousand percent. I would encourage anyone to take the class. It makes
you feel better as an African American. Some people look at us like we are nasty. They
look at our hair. The class built confidence.
Devin offered a rating of 5.
A course that taught me how to articulate my thoughts better and how to be a productive
person. How to attack certain obstacles in life. It taught me how to get out of my own
viewpoint to see things from other perspectives.
Erika said, “It is up there; I am to help others and see the other side because of how I was
raised.” Amaya stated, “About a [score of] 3. Just because it was not organized.”
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The second question asked the students to rate, on a scale from 1 to 5, how confident they
felt about their ability to read and understand the literature and how they felt prior to the course.
Aaron said,
I had an [individualized education program], so before my freshman year, I would say a
[score of] 2, and my 12th year, they said I was reading at a 12th-grade level, so I would
say a [score of] 4.5. All I really needed was a 5th-grade level, and so I just worked hard.”
Breanna stated, “Five. When it was time to read out loud, read some of the poems, I had
confidence in my reading. But before then, it was also like that.” Chanae mentioned,
Three. You can always learn something or learn more, I did not feel uneducated, but I felt
a little uneducated. It made me feel unworthy because I did not know. Knowledge is
power. When things are taught to you, why is this new to me, and other people already
know about this? HBCUs. I LOVE my HBCU! It is just so much excellence here. NCCU.
Devin added, “I read a book on South African raintide on When the Rain Comes because they
have different dialects of English. The teacher really helped me understand.” Erika rated a score
of “four. [A score of] 2 prior to the course. History in general. Because I do not know my own
history, but I know a history that involves me.” Amaya stated, “Four. Prior, [a score of] 2
because we only knew about major events, i.e., Rosa Parks. He taught us more about our history
than just the major ones.”
Mood
I asked the interviewees how they felt about what they learned about their culture and
themselves. I also asked them to provide examples.

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Interviews
Aaron answered, “I already knew that culture stuff. I learned how to work the system and
learned more about the N-word. I thought I could not go college because they couldn’t use me
for my body.” Breanna said, “I feel great and knowledgeable, valued. My culture is something
that should be valued and never looked down upon.” Chanae said, “I feel thankful that I was
taught these things. I did not think I was going to be able to step out of my comfort zone. Like,
just being comfortable with people that I share a classroom with.” Devin stated,
I feel more aware and more in tuned with myself and more reasonable as a person. Before
the class, I did not put much thought into my decisions and how they impacted others
around me, but after the course, I did.
Erika, “It is time to pass it on to the next person so they can pass it on to the next person.”
Amaya stated,
I feel good because when I talk to people about my culture, I know what I am talking
about. Our hair, a lot of people do not know our history of French braids. That is a topic
that I love to talk about. Every time I get my hair braided, people ask questions. I find it
offense when they ask, “Can I get those?” or “What are those? I want my hair done like
that.” [It is offensive] because we used French braids and cornrows to escape in slavery.
Prior to the class, I did not know that braids were used in that way. It was more that is
Black hairstyle, and I did not know why.
Summary
All participants stated they felt seen as a person after taking the course and were excited
about the learning objectives. Their confidence increased because they felt they could complete
tasks, and they felt confident about their ability to read and understand the literature. They felt
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more confident after taking the course, and students felt positive about themselves after taking
this course. The motivational influence was determined to be an asset for participants because it
meant the threshold of 100%. After reviewing the plan for success, this writer could not compare
specific objectives to what the students learned.
Organizational Resources
According to Clark and Estes (2008), effective change begins by addressing motivation
influencers; it ensures the group knows why it needs to change. It then addresses organizational
barriers and then knowledge and skills needed. This study assessed the organization’s resources,
policies and procedures, the cultural setting and cultural models. It assessed if the students had
the resources needed. The policies and procedures from the students’ perspective were in
alignment with the course that they were enrolled in. The cultural setting was supportive by
providing a culturally responsive adult with similar lived experiences. Cultural models are
values, beliefs, and attitudes that are generally invisible and automated (Clark & Estes, 2008;
Gallimore & Goldenberg, 2001; Schein, 2004). After reviewing the plan for success, this writer
could not compare specific objectives to what the students learned. There is a need for additional
content to be added to the plan for success.
Document Analysis
The document did state the course would be about cultural identity and adulthood from a
culturally relevant perspective. There is a need for an outline of specific objectives of the course.
The interviewees were asked what kind of resources (supplies, community partners) they
had in the classroom. Aaron stated,
The book thing was a problem because we had to read a book called Mexican White Boy.
It was weird that we had to do work about it in an African American course. We were
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reading the book, and the Mexican dude who was pale-skinned said the N-word. In the
beginning, you could tell the school did not put much effort into the class. The Latin
courses got all of the material they needed. We had to borrow things from other teachers.
Mr. P. would buy stuff. We would read the Chrome book. We had to do extra stuff
because we did not have enough.
Breanna said, “Access to different types of scholarships, different types of college applications,
HBCUs. [The] college dean came and talked to us.” Chanae added, “[The Black student union].
Met an amazing counselor, someone to talk and relax from things at home and just a place to
relax, the teacher, counselor.” Devin noted,
Mr. P. provided us with food, paper, pens, poster board, markers. He was really generous
with buying us any material that we needed. The teacher from across the hall would help
if someone needed a more in-depth explanation. Different members of administration and
the Black student union. [The] counselor also helped with the class. They made sure that
everything ran smoothly and kept us on track.
Erika said, “I had the students, Mr. P., and [Black student union].” Lastly, Amaya noted,
We were mainly on our laptops. We could go to the library. He would have pens and
paper, snacks, laptop chargers. He even had a box that we could put money in, and he
would buy the snack we wanted. We also had a lounge area where we could take a break.
Document Analysis
After reviewing the plan for success, the document did not outline what the students
needed to supply for the course.

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Policies, Processes, Procedures
I asked the interviewees what the purpose of the course was and whether they felt the
course aligned with school and district policies.
Interviews
Aaron stated that the purpose was
to do something new, to test something new. Even if we give it to them, they are not
going to care about it. I remember when the [other teacher] was there, the school board
was thinking about taking the class out. Mr. P. told us we had to act like we been here
before. All of the Black staff started to rally around us. [Also, the Black student union]
had staff do videos, and they did it for us. That class impacted everyone on campus. We
might have been loud, but we got it done. I think it was, but it was a different flavor, but
they did not expect it to be done as it was. We did not do it through books. We did it
through conversations, the way that was best for us to learn. Even the quiet people would
share what was on their mind. Some teachers would drop their kids off to Mr. P.’s class.
Then the student would improve.
Breanna stated, “[The purpose] was to inform students about African American history and get
the perspective of it. Definitely, because they have U.S. history to inform us about the [United
States], and we were informed about our history.” Chanae noted the purpose
was to teach us about African American experience, learning yourself, learning how to
turn on and off different types of personalities in different areas. I do think the district
will teach you about slavery, but they did not teach you about the lynching. They do not
want to teach you about stuff like that. They don’t talk about Black excellence, just about
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White people. They don’t tell you that Black people created a lot of things or that Jesus
was Black.
Devin stated that it “was to give me a better understanding of my background as an African
American and provide me with a Blueprint on how to carry myself in everyday interactions.”
Erika stated,
I do not know the policies. I do not feel like the school valued the course. The other
classes are more favored. It was new, and I feel like it should have been valued more. My
question is, how long is the course going last? How long will it take for people to see
how beneficial this course is for people who do not know their own history.
Amaya noted,
The purpose of the course was to educate us further on what we needed to know. It was
to create a safe space and for us to be able to go talk to the teacher about anything instead
of hearing you can’t talk about that at school. Yes, it was because I feel like they were
teaching us inappropriate or what district would deem inappropriate. Although, it was a
safe space, and he would say that he was a mandated reporter, which was good because
some people reach out in hopes of others reaching out for them.
Cultural Models
I asked the interviewees for examples of how the school and the district supported the
course.
Interviews
Aaron laughed:
Support. That is a strong word. They allowed it to keep going on. At the beginning, the
school talked about getting rid of the class. I went on one field trip, and we went to
65

community colleges, and it showed us it was a way for us to go to colleges. I had
scholarships, so I did not take it seriously. I learned about more trade schools. I paid
attention to things that I was interested in. I got my scholarship taken away from me, and
I cried. Communication certification, and I did that in the summer.
Breanna answered, “The school allowed the class to go on. The district allowed the school to
have the African American literature class and different perspective classes.” Chanae added,
We went to a community college and experienced different organizations; it gave us a
boost of our next steps because some students were not considering going to college.
Most of the students that were in the class were in [Black student union]. We played
games.
Devin stated, “The school had events for the class, not for the class specifically but tied to [Black
student union].” Erika noted,
The main way was because they brought it to us and by the teacher they gave us. They
allowed us to say what we had to say. They did not shut us down; they listened to what
we had to say.
Document Analysis
After reviewing the plan for success, the school and district met the objective and
provided a course that taught cultural identity.
Interviews
I asked the interviewees how they thought leaders on campus and district leaders viewed
the course. Aaron answered,
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Once the Black kids stopped getting in trouble, he was cool with it. He saw the Black
community coming together. Mr. Hamilton was supportive. Ms. Butler showed fake love.
[The] district was shocked that we all passed with As. They did not care.
Breanna said, “I felt they were jealous because it is a big accomplishment to have, and they were
surprised also, especially being the first year that they offered the course.” Chanae stated,
They liked the course. They liked to see the students were involved in stuff. When we
had the block party in Black terms, we listened to music, played games. It was so hard for
us to get our Blackness to be seen. It was like there were so many Hispanics, and it was
like we were lost. I asked my culinary teacher if we could do something for Black
History Month. At first, she asked me if we wanted to make chicken. I told her no, and
we ended up making baked mac and cheese. [The Black student union] made the block
party happen because it was an established organization.
Devin answered,
They viewed it as a positive thing and a serious class. It was a class that made you learn
about your background and how to act. I talked to Mr. Hamilton, and he would tell me he
really liked what we were doing and the direction of the class. Yes, I do not think I met
the district.”
Erika said, “Hopefully, they seen it as a good thing. It gives people who usually do not talk more
opportunities to make friends outside of their friend group.” Lastly, Amaya said, “Not sure.”
The district and the school did not hire a teacher initially who was culturally relevant, as
indicated in the plan for success. The second semester the teacher was a culturally relevant
teacher.

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Cultural Setting
I asked the interviewees if the district/school provided them with a culturally responsive
adult.
Interviews
Aaron answered,
In the beginning, no because of the White-passing teaching. Mrs. Phoenix put that in
order. She was a counselor. She did a lot for the students, and she is a Black woman with
natural hair. She was the one that got Mr. P. to be our teacher. She introduced us to him
prior to winter break, and he was our teacher after break.
Breanna stated,
No, not in the beginning. It was not someone with the AA background teaching the
course at first. She was a White teacher, and the second semester, we got real love and
community than just a basic classroom. That teacher was African American.
Chanae said,
To be honest, the other teacher looked White, but she was mixed with Black. She would
kind [of try] to prove to us that she was Black, and it made me feel uncomfortable. I
would have rather had someone who looked like me and have similar lived experiences.
Yes, he would tell us about current things going on in the world about us, like police
brutality. He had just got his master’s. We were starting college, and he was finishing. He
taught that going to school is fun and we do not have to be nerdy to be smart.
Devin said, “yes,” and Erika stated, “Yes, they did because he has been through similar things,
and he is not quick to judge you. He is quick to give you a chance and let you spread your wings
and be who you are.” Amaya replied,
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Yes, from what I seen. The first teacher we had was a White lady. Of course, people felt
some kind of way about her, but I feel like if she was adamant, she would not have
allowed the class to run her away. She was not expecting the class to be what it was. One
of the first books she had us reading, it had nothing to do with African Americans and our
culture. The teacher we have now would never allow that to happen to him because he
cares.
Document Analysis
After reviewing the plan for success, the district and the school did not hire a teacher
initially who was culturally relevant, as indicated in the plan for success. The second semester,
the teacher was a culturally relevant teacher.
Summary
The organizational influence was determined to be a need because it did not meet the
threshold to be an asset. Participants did not express that the organization met their needs in the
classroom. For example, they did not have proper books, and the teacher supplied the majority of
the materials for the classroom.
Students had the resources to gain information from outside of the classroom. They gave
examples of the Black staff on campus coming together to assist them. Participants also said the
Black student union (BSU) was instrumental in meeting the students’ needs.
Participants understood the rationale and the purpose of the class. Some believed the
district was supportive of this course. Participants who were enrolled in the class the first
semester did not believe they were provided with a culturally responsive adult because she was
White. The second semester, participants believed their teacher was a culturally responsive adult
with similar lived experiences. I could not compare specific objectives to what the students
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learned after reviewing the plan for success. The document did state that the course would be
about cultural identity and adulthood from a culturally relevant perspective. The organization
provided a culturally relevant teacher for the second semester but did not hire one for the first
semester. There is a need for the organization to provide a culturally relevant teacher at the
beginning of the semester.
Conclusion
This chapter utilized qualitative findings to answer the first two research questions,
reporting the KMO influences and then validating KMO influences or identifying KMO assets
and the needs of the African American course. At the beginning of this chapter, it was clarified
that when making assertions from the data, the threshold that had to be met for an asset was
100%. If it was less than 100%, it was a need for all influences. Declarative concept (knowledge)
was demonstrated because all participants were able to state the relationship between the content
and their lived experiences as African Americans, and they provided examples. Therefore, an
asset. All participants were able to reflect on their experiences with the content and how it
affected their self-esteem. They expressed positive impacts on their self-esteem; therefore, the
metacognitive knowledge influence is an asset. Motivation Influence as it relates to values, goals,
self-efficacy, and mood was determined to be an asset because all participants reported positive
impacts on their self-esteem, their confidence increased, and they felt better about themselves
and their culture.
There were several opportunities pertaining to organizational resources. The participants
felt the teacher supplied what was needed in their class, and the organization did not. One
participant reported that the class was very unorganized in the first semester. The teacher
assigned to the class presented as a White woman but was biracial, Black and White. The
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students reported not feeling connected to her. She left during the semester then the class had
substitutes until the next semester. At one point, they had to read a book about a Mexican boy,
and one participant reported feeling offended. The second semester, the students felt that there
was a culturally responsive adult because the new teacher was an African American man, and
students felt that he connected with them on all levels. Based on the participants’ experiences,
the ethnic studies course was an asset and a benefit to them. All six participants are either
enrolled in higher education, enlisted in the military, or employed. The document analysis
revealed a need to add additional course objectives, and the organization needs to ensure they
hire culturally competent teachers to teach the course.
Table 9 summarizes the key assertions and supporting data articulated in Chapter Four as
either assets or needs. The third research question guiding this study asked for knowledge-based,
motivational, and organizational recommendations to address the problem of practice. The
results and findings from this chapter guided the selection of principles and the creation of
context-specific recommendations that can be incorporated into an implementation and
evaluation plan in Chapter Five.

Table 9
Summary of Results and Findings, Reported As Identified Assets and Needs
KMO identified assets
KMO validated influences
asset (A) or need (N)
Knowledge
Declarative conceptual: Students can
state the relationship between the
content and their lived experiences.
A: 100% of the participants were able to state their
relationship between the content and their lived
experiences.
Metacognitive: Students are able to
reflect on their experiences with
A-100% of the participants were able to reflect on their
experiences with the content and how it impacts their
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KMO identified assets
KMO validated influences
asset (A) or need (N)
the content and how it impacts
their self-esteem.
self-esteem. They expressed positive impacts on their
self-esteem.
Motivation
Value: Students felt seen as a person
after taking the course.
A: Likert Scale average score was 4.6 on a scale of 1–5.
Participants felt seen as a person after taking the course;
therefore, it is an asset.
Goals: Students were excited about
learning the objectives of the
course.
A: Likert Scale average score was 4.3 on a scale of 1-5.
Participants were excited about learning the objectives
of the course; therefore, it is an asset.
Self-efficacy: Students felt confident
about their ability to read and
understand the literature; students
became more confident because of
the course.
A: Likert Scale the average score was 4.1 on a scale of 1-
5. Participants’ confidence increased because they felt
their ability to read and understand the literature
increased therefore it is an asset.
Mood: Students need to feel positive
about themselves and their culture.
A: All participants felt positive about themselves and
their culture; therefore, it is an asset.
Organization
Resources: The organization will
provide resources to effectively
implement an ethnic studies course.
N: The participants felt like the teacher supplied all of the
supplies; therefore, it is a need for the organization to
provide the resources for the class.
Policies, processes, and procedures:
The organization understands the
rationale and the purpose of this
course.
A: 100% of the participants felt like the district
understands the rationale and the purpose of the course;
therefore, it is an asset.
Cultural models: The organization
should be supportive of ethnic
studies courses.
N: All of the participants did not agree that the
organization was supportive of the course; therefore, it
is a need.
Cultural setting: The organization
supports the course by providing a
culturally responsive adult.
N: 100% of the participants did not feel like the school
provided them with a culturally responsive adult during
the first semester. Second semester, 100% of the
participants felt like the school provided them with a
culturally responsive adult.
Document analysis: The plan for success
Assumed knowledge influence A: The document did state the course would be about
cultural identity and adulthood from a culturally
relevant perspective. Students were able to share
examples of their cultural identity.
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KMO identified assets
KMO validated influences
asset (A) or need (N)
Assumed motivation influence N: Could not compare specific objectives to what the
students learned.
Assumed organization influence N: The second semester, the teacher was a culturally
relevant teacher.

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Chapter Five: Solutions and Integrated Implementation and Evaluation Plan
Chapter Four presented the results of an evaluation of an African American literature
course by way of KMO influences on the problem of practice. Results and findings serve as the
foundation for this section of evidence-based solutions and recommendations specific to the
categories of evidence-based solutions and recommendations specific to KMO assets and
challenges. This chapter will use the new world Kirkpatrick model to recommend an integrated
implementation and evaluation plan with solutions (Kirkpatrick & Kirkpatrick, 2016). A review
of Chapter One will be included to frame this chapter in the context of the organizational
mission, performance goals, stakeholders, and research questions that guided the study.
Organizational Context and Mission
The district of focus consists of 23 schools enrolling approximately 30,000 students
served by almost 5,000 staff. Most students (81%) are Hispanic students. The district’s mission
is to ensure that all students are prepared for post-secondary education. There are approximately
1,500 teachers, 300 certified non-teachers, 1,400 support staff and 135 administrators. Most
administrators (79%) are White, and 19% are Black. Also, most of the district’s teachers (85%)
are White, and 9.3% are Black. According to the Arizona Department of Education, most
classified staff (82%) are White, and 16% are Black. The district’s graduation rate is 82%, and
its core values are being empathetic, cooperative, dedicated, brave, innovative, and intentional.
Students and staff are encouraged to display the core values at all times.
Organizational Goal
The district’s goal is to increase the graduation rate by five percent by 2023. In Arizona,
Black students’ high school graduation rate is 73%. For White students, it is 92%. Only 36% of
the state’s Black students earn post-secondary or higher degrees, yet 67% of White students do
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so (Broughton et al., 2021). The first year that ethnic studies were offered in the school district
was the 2021-2022 school year, starting with English literature. Ethnic history courses were
offered in the fall of 2022, making it the second ethnic studies course offered. When ethnic
studies are offered for all Black students in 2025, the goal will be that all of the students will
graduate. To reach the goal of 100% of all Black students graduating from high school will
require all Black students to be enrolled in one ethnic studies course where the students’
academic achievement will be monitored. Less than 10% of the population are Black; therefore,
at the campus level, it is feasible to enroll all Black students in the ethnic studies courses by fall
2023. Academic attainment is expected to increase because students enrolled in similar ethnic
studies courses in Tucson had increases in their graduation rates over 6 years (García, 2013).
Table 1 presents the description of stakeholder groups and the goal of the stakeholder group for
the study.
Purpose of the Project and Questions
The purpose of this project was to conduct an adapted gap analysis (Clark & Estes, 2008)
to determine the organizational problem’s cause. The analysis focused on the causes of this
problem due to gaps in the area of KMO issues. The analysis will begin by producing a list of
possible or expected causes and then by examining these systematically to focus on actual or
validated causes. The stakeholders of focus were Black students at one high school. The
following questions guided this study:
1. What are the knowledge and motivation influences of students who have been
enrolled in an ethnic studies course?
2. What are the organizational influences that supported students when they were
enrolled in the ethnic studies course?
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3. What are the solutions and recommendations in the areas of knowledge, motivation
and influences to successfully implement an ethnic studies course?
Introduction and Overview
The content of Chapter Four provided findings based on qualitative data and answered
the research questions. The intent of Chapter Five is to answer the third research question by
recommending solutions for KMO influences and constructing an integrated implementation and
evaluation plan to implement those solutions. In the following sections, each asset influence is
aligned with principles from the literature to generate context-specific recommendations. The
recommendations informed the program development as a solution based on research for the
problem of practice. In this study, the recommendations are to increase enrollment in ethnic
studies for African Americans, which has the opportunity to influence educational attainment.
The recommendation incorporates this study’s data and findings to improve the experience of
African American students at RWFHSD.
Knowledge Recommendations for Practice to Address KMO Influences
The data validated declarative conceptual and metacognitive knowledge influences on the
problem of practice. Former students expressed that there was a sense of belonging, and there
was community and connection in their class as it related to their lived experiences and the
content of the African American literature course. Participants shared their thoughts on how what
they learned has been helping them navigate life, such as code-switching. They learned they can
be themselves, but there is also a time to be professional and proper. Metacognitively, students
felt empowered, enlightened, proud, and woke. The course gave them something to look forward
to. One participant expressed that it was emotional some days. Another one expressed not feeling
connected prior to the class and felt connected to a community after taking the class. The
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conceptual framework for this study highlighted the relationship in the literature between
declarative conceptual and metacognitive influences and the positive impact that ethnic studies
have on African American students. Students experienced belonging to a community, self-worth,
and ways to succeed in the community; they learned more about themselves and felt a sense of
belonging (Bunce et al., 2021; Dee & Penner, 2017; Dunbar, 2020). Table 10 lists the causes,
priority status, principles, and recommendations. Following the table, a detailed discussion of
each high-priority cause and recommendation and the literature supporting the recommendation
are provided.

Table 10
Summary of Knowledge Influences and Recommendations
Assumed
knowledge
influence
Asset-A
need-N
Priority
(Yes or
no)
Principle and citation Context-specific
recommendation
Conceptual
Students can state
the relationship
between the
content and their
lived experiences.
A Yes Students have the
ability to use
reflections to adjust
necessary skills and
knowledge to assess
their progress to help
them achieve goals
(Krathwohl, 2002;
Shujaa, 1993)

Asset-based pedagogy
(ABP) is one of the
tools available, and it
views students’
culture as a strength,
as opposed to the
more widespread
excessive
Write a paragraph
connecting what they
have learned with
lived experiences.
Students will give a 5-
minute speech
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Assumed
knowledge
influence
Asset-A
need-N
Priority
(Yes or
no)
Principle and citation Context-specific
recommendation
achievement
disparities from
deficiencies in the
child and/or child’s
culture. (López,
2017)

Metacognitive
Students are able to
reflect on their
experiences with
the content and
how it impacts
their self-esteem

A Yes For students to
succeed, they need to
be able to reflect,
assess their process
in the course.
Metacognitive is
one’s ability to
reflect, adjust, be
aware of your own
cognition and know
why you are doing
something
(Krathwohl, 2002;
Rueda, 2011)
Teach coping skills
Reflections
Pre-assessment that is
completed with an
essay
(prompt/reflection) on
the first day of class
and then at the end of
the year so the growth
can be measured.

Declarative Knowledge Solutions
This study’s results and findings indicate that knowledge influences were assets in the
declarative knowledge section because students were expressing their sense of belonging,
community, and the Black experience in the African American literature course. Students
expressed how the content of the course impacted their lives and continues to help guide them
through life. For example, students talked about learning to code-switch and using critical
thinking skills. Students conveyed the impact of learning about their African American culture.
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Findings confirm that it is important to teach using ABP, which views students’ culture as a
strength, as opposed to the more widespread excessive achievement disparities from deficiencies
in the child and/or child’s culture (López, 2017).
It is recommended that teachers share a fundamental understanding of the sociohistorical
influences on traditional marginalized students’ critical awareness and are better equipped to
cultivate students’ knowledge by building on prior knowledge or cultural knowledge and
incorporating knowledge that validates students’ experiences or cultural content integration into
their instruction (López, 2017). Students have the ability to use reflections to adjust necessary
skills and knowledge to assess their progress to help them achieve goals (Krathwohl, 2002;
Shujaa, 1993). It is recommended that teachers check for understanding and concept mastery by
having the students write a paragraph allowing the students to give a five-minute speech
connecting what they have learned with lived experiences. These activities will allow students to
use reflection to demonstrate what they have learned and allow the teacher to assess if students
understand the content (Krathwohl, 2002; Shujaa, 1993).
Motivation Recommendations
This study found that motivation influences aligned with the theories of value, goals, self-
efficacy, and mood. According to Schunk et al. (2014), motivation is a process that is a goal-
oriented activity that is set in motion and sustained. Task value is enhanced if a person values the
task motivation, learning and performance. Goal orientation is creating mastery orientation, and
it enhances learning, motivation, and performance. Self-efficacy refers to motivation, learning,
and performance being enhanced when learners have positive expectations for success (Clark,
1999; Clark & Estes, 2008; Pintrich, 2003). In the context of ethnic studies in K–12 education,
recommendations for addressing student motivation issues exist mostly in the design of
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curriculum, pedagogy, and creating caring, supportive environments. Table 11 highlights the
theoretical principles aligned to addressing the motivation influences and suggests context-
specific recommendations. All influences were found to affect motivation in this study, but the
top two were value and mood. Based on the Likert scale, the score for value was the highest at
4.6 on a scale from 1 to 5, and all participants felt positive about themselves and their culture,
which was assessed through mood. Table 11 lists the motivation causes, priority status,
principles, and recommendations. Following the table, a detailed discussion of each high-priority
cause and recommendation and the literature supporting the recommendation are provided.

Table 11
Summary of Motivation Influences and Recommendations
Assumed
motivation
influence
Asset
or
need
Priority
(Yes or no)
Principle and citation Context-specific
recommendation
Value
Students felt
seen as a
person after
taking the
course.
Asset Yes Task value is enhanced
if a person values the
task motivation,
learning and
performance (Clark,
1999; Clark & Estes,
2008; Pintrich,
2003).

Greet the students at the
door.
Build relationships with
students.
Use a survey with Likert
scale: On a scale from,
do you feel seen by
your teacher? Do you
feel like you belong
on campus? Do you
feel like you’re valued
in this class or on
campus?
Goals
Students were
excited about
learning the
Asset Yes Goal orientation is
creating mastery-
orientation and it
Give clear concise goals
and objectives of the
material.
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Assumed
motivation
influence
Asset
or
need
Priority
(Yes or no)
Principle and citation Context-specific
recommendation
objectives of
the course
enhances learning,
motivation and
performance. Goals
accomplishing goals
are enhanced by
participants having
clear, current and
challenging goals
(Clark, 1999; Clark
& Estes, 2008;
Pintrich, 2003)
Provide detailed
feedback on
assignments.
Self-efficacy
Students felt
confident
about their
ability to read
and understand
the literature;
students
became more
confident
because of the
course.
Asset Yes Self-motivated and
confident people are
more likely to
engage in tasks and
achieve goals than
those who have low
self-efficacy, low
motivation, and lack
of follow resilience
(Berwise & Mena,
2020; Clark, 1999;
Clark & Estes, 2008;
Hope et al., 2013;
Horsford, 2009;
Naegele, 2022;
Pintrich, 2003).
Give frequent, detailed
feedback.
Affirm students and
celebrate successes.
Create a positive
environment where all
students can succeed
and feel safe
emotionally (i.e., by
treating students with
respect, by being a
caring adult, by
honoring their lived
experiences).
Set high expectations.
Mood
Students need to
feel positive
about
themselves
and their
culture.
Asset Yes Increasing positive
emotions and
reducing negative
emotions increases
learning, motivation,
and performance
(Clark, 1999; Clark
& Estes, 2008;
Pintrich, 2003).
Students need to feel
Have students affirm
themselves and
culture.
Check in with students
prior to class starting.
Create an emotionally
safe environment
filled with positive
interactions.
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Assumed
motivation
influence
Asset
or
need
Priority
(Yes or no)
Principle and citation Context-specific
recommendation
positive about
themselves and their
culture (Horsford,
2009; Naegele,
2022).
Asset-based pedagogy is
one of the tools
available, and it views
students’ culture as a
strength (López,
2017).

Value Solutions
The results and findings of this study indicate that former students felt seen as a person
while taking the African American Literature Course, it was deemed an asset, and the average
Likert score was 4.6 on a scale of 1-5. Task value is enhanced if a person values the task
motivation, learning and performance (Clark, 1999; Clark & Estes, 2008; Pintrich, 2003). It is
important for students to feel they are validated, valued, and respected in the classroom.
Therefore, it is recommended that teachers greet students at the door when they walk into their
classrooms. The second recommendation for value is to cultivate authentic relationships with
African American students because it will contribute positively to their racial identity
development, academic beliefs, and future educational attainment (Hurd et al., 2012; Kennedy,
2019; Watson et al., 2016). Building relationships help foster a trusting and warm environment
where students can learn because students’ brains develop best when learning activities are
conducted in safe, welcoming environments with trusted adults. The last recommendation is to
assess if students feel like they are valued and seen in the class using a Likert Scale. Surveys
should be given at least quarterly because it allows the teachers to adjust and cater to individual
student needs. When these elements are in place, students feel a sense of belonging and
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connectedness, which increases their motivation because the value has been increased (Marrun,
2018).
Goals Solutions
The results and findings of the goal influence were determined to be an asset and high
priority because the average response from participants was 4.3 on a Likert scale of 1–5;
therefore, students were excited about learning the course’s objectives. Goal orientation is
creating mastery-orientation and it enhances learning, motivation, and performance. Goals
accomplishing goals are enhanced by participants having clear, current and challenging goals
(Clark, 1999; Clark & Estes, 2008; Pintrich, 2003). One student reported that he was given hope
through the content, and he could remember every lesson from the second teacher. The students
mentioned that the content was delivered to them in ways that they understood, and they knew
the goal was to help them understand their history. Based on the former students’ reports, the
following are recommended for practice, give clear concise goals and objectives of the material,
provide detailed feedback on assignments and for the teacher to be enthusiastic about the content
of the course. Goals and objectives assist with motivating students (Pintrich, 2003). Positive
motivation comes from goals that focus on mastery, individual improvement, learning, and
progress (Yough & Anderman, 2006).
Self-Efficacy Solutions
The results and findings of this study indicate that participants’ self-efficacy increased
after completing the African American literature course. Therefore, it is an asset and a high
priority. The average Likert Score was 4.1 on a scale from 1 to 5. There is a connection between
self-efficacy and achieving goals. Self-motivated and confident people are more likely to engage
in tasks and achieve goals than those who have low self-efficacy, low motivation and lack of
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follow resilience (Berwise & Mena, 2020; Clark, 1999; Clark & Estes, 2008; Hope et al., 2013;
Horsford, 2009; Naegele, 2022; Pintrich, 2003). Based on the students’ positive experiences, the
following are recommended to improve students’ self-efficacy: set high expectations, give
frequent, detailed feedback, affirm students and celebrate successes, and create a positive
environment where all students can succeed and feel safe emotionally. Studies have found that
students with low self-efficacy tend to avoid difficult tasks and give up easily. Therefore, a link
has to be created between self-efficacy and participation in a discipline (Bandura, 1998).
Increasing students’ self-efficacy increases motivation and creates opportunities for students to
complete academic challenges. Self-efficacy is the influential predictor over other theories of
learning and motivation (Pajares & Miller, 1994).
Mood Solutions
The mood influence was determined to be an asset as all participants felt positive about
themselves. Therefore, it is also a high priority. The way students feel about themselves impacts
their behavior and achievement. Increasing positive emotions and reducing negative emotions
increases learning, motivation and performance (Clark, 1999; Clark & Estes, 2008; Pintrich,
2003). Students need to feel positive about themselves and their culture (Horsford, 2009;
Naegele, 2022). Students should feel seen as a person, as an individual and as Black and Brown
students from a strength perspective (Naegele, 2022). Campuses should promote Blackness so
students can have safe spaces on campus that embrace their Black identities and academics
(Hope et al., 2013). The recommendations to continue the positive experience for students in
ethnic studies courses are to have students affirm themselves and their culture, have teachers
check in with students prior to class starting, create an emotionally safe environment filled with
positive interactions, and teach with ABP because it views students’ culture as a strength (López,
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2017). Also, ABP is built on the principle that students should develop their positive identities to
promote academic success. Ensuring teachers’ development of critical awareness and ABP
behaviors offers promise in that, together, they can stimulate the evolution of ethnic and
academic identities in historically marginalized youth (López, 2017).
Organization Recommendations
The data exposed the assets and the needs of the organizational influences on the problem
of Black students not obtaining education attainment at the rate of White students in Arizona and
the influence of ethnic studies. Table 12 highlights the following influences that are opportunities
to positively impact the problem of practice: resources, policies, processes, procedures, culture
models, and culture setting. Approaches for addressing organizational influences include:
ensuring teachers have the resources they need, providing space for supplemental resources,
creating a supportive and caring organization that values ethnic studies courses and providing
culturally relevant teachers with similar lived experiences (Clark & Estes, 2008; Gallimore &
Goldenberg, 2001; Schein, 2004). The recommendations can be implemented using the Plan, Do,
Study, Act (PDSA) cycle (Deming, ND). Students’ feedback is essential to ensure that changes
are making an impact; if not, adjustments can be made. Table 12 illustrates how these theoretical
principles could be applied to address the needs of the organizational influences and how the gap
can be addressed to increase graduation rates and educational attainment for African American
students. Table 12 lists the organization’s causes, priority status, principles, and
recommendations. Following the table, a detailed discussion of each high-priority cause and
recommendation and the literature supporting the recommendation are provided.

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Table 12
Summary of Organization Influences and Recommendations
Assumed
organization
influence
Asset or
need
Priority
(Yes or
no)
Principle and citation Context-specific
recommendation
Resources
The organization
will provide
resources to
effectively
implement an
ethnic studies
course
Need Yes Students have the resources
to gain information from
outside of the classroom
(Clark & Estes, 2008;
Gallimore &
Goldenberg, 2001;
Schein, 2004).
Ensure teachers have
the resources they
need in the class
Give budget of $3k for
field trips as
supplemental
resources and/or
classroom resources
Community partners to
come and present at
least four times a
semester
Policies, processes, and procedures
The organization
understands the
rationale and
the purpose of
this course.
Asset Yes When policies and
procedures are in order
with organizational
goals, organizations are
more effective (Clark &
Estes, 2008). The
organization has policies
and procedures aligned
with the goal of
increasing educational
attainment in
marginalized students.
The plan for success
should outline the
course content.
Cultural models
The organization
should be
supportive of
ethnic studies
courses.
Need Yes According to Rueda
(2011), to fully
understand gaps in
organizations that
impede goal
achievement, there has to
be an understanding of
Promote ethnic studies
courses, ensuring
counselors are
talking to all
students about the
course.
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Assumed
organization
influence
Asset or
need
Priority
(Yes or
no)
Principle and citation Context-specific
recommendation
the cultural model that
shapes what is normal
operating procedures.
Value Black and
Latino students,
create an inclusive
classroom, provide
support and
advocate.
Culture setting
The organization
supports the
course by
providing a
culturally
responsive
adult.
Need Yes Cultural settings are
visible, concrete
manifestations of
cultural models (Clark &
Estes, 2008; Gallimore
& Goldenberg, 2001;
Schein, 2004). The
organization provides an
adult who is culturally
responsive and an adult
with similar lived
experiences (Daly, 2009;
Tuckman, 2009).
Find a culturally
responsive adult,
preferably one with
similar lived
experiences, to teach
the course.
Provide training on
ABP.

Resources Solutions
The interviewees felt the teacher provided all of the supplies; therefore, it is a need for
the organization to ensure that teachers have what they need to succeed. One participant
mentioned that he could tell the school did not put much effort into the class. Aaron also
mentioned borrowing supplies from other teachers, and he witnessed his teacher also buying
supplies for their class. He stated, “The Latin courses got all of the material they needed.” The
students also mentioned there was support given from other staff on campus because there was a
need to support their course. Students mentioned positive resources that were introduced in the
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class, for example Brenna stated there was access to different types of scholarships, being
exposed to HBCUs, and a college dean came to speak to the class. One student mentioned they
went on a field trip to a junior college that had trade opportunities, and it exposed him to
something different.
Students need to be exposed to different technical skill programs, educational programs,
and careers to increase their educational attainment and create generational wealth. Resources
include field trips to skill centers and HBCU fairs and possible incentives for community
members to be guest speakers (Clark & Estes, 2008; Gallimore & Goldenberg, 2001; Schein,
2004). Recommendations are for the organization to ensure teachers have the resources they
need in the class, allow field trips as supplemental resources, and allow community partners to
present to classes. Denying Black and Latino students what they need to succeed adds to the
education debt and does not close the achievement gap (Ladson-Billings, 2016; Person et al.,
2021).
Cultural Model Solutions
Data suggests that students did not feel like the school and district were supportive, and
two of the responses were that they “allowed” the course to go on. Aaron laughed when he was
asked the question and stated, “Support is a strong word.” The students felt unseen, which is a
result of the culture, values, beliefs and attitudes of the school and the district, but they were able
to build community and culture in their class and BSU. Students mentioned they were taken on a
field trip to a community college, and one student said, “It gave us a boost in our next steps
because some students were not considering going to college.” Models are values, beliefs, and
attitudes that are generally invisible and automated (Clark & Estes, 2008; Gallimore &
Goldenberg, 2001; Schein, 2004). Chanae stated,
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It was so hard for us to get our Blackness to be seen. It was like there were so many
Hispanics, and it was like we were lost. I asked my culinary teacher if we could do
something for Black History Month. At first, she asked me if we wanted to make chicken.
I told her no, and we ended up making baked mac and cheese. [The] BSU made the block
party happen because it was an established organization.
Students also contributed a sense of community by being involved in BSU. There was a
lot of overlap between the class and BSU, which was not limited to seniors in the African
American literature course. It was open to all high school students.
Cultural Settings Solutions
The findings determined that students did not feel like the organization supported the
course because they did not provide a culturally responsive adult with lived experiences initially.
Cultural settings are visible, concrete manifestations of cultural models (Clark & Estes, 2008;
Gallimore & Goldenberg, 2001; Schein, 2004). The organization should provide an adult who is
culturally responsive and an adult with similar lived experiences (Daly, 2009; Tuckman, 2009).
It is recommended that the organization find culturally responsive adults with similar lived
experiences, provide training on ABP, create a network with historically Black colleges and
universities, and create a culture/work environment where Black staff members feel welcomed.
If organizations cannot hire teachers with similar lived experiences, then hire teachers who will
care, be inclusive, and have a social justice orientation (Kennedy, 2019). Incorporating an asset-
based, positive approach to curriculum empowers African American students and helps promote
academic achievement (Kennedy, 2019; López, 2017; Person et al., 2021; Watson et al., 2016).
Research suggests African American teachers are more successful than White teachers in
connecting to the cultural lives of African American students (Wilder, 2000). Studies have also
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shown that African American teachers included students’ social and emotional development in
their teaching practices (Wilder, 2000). The district should focus on creating a pipeline for Black
teachers is essential because Black teachers are able to connect to students on a different level
through lived experiences.
Policies and Procedures Solutions
The data determined that the district understood the rationale and the purpose of the
course. Therefore, it is an asset, but it is a high priority. For performance goals to be reached,
there have to be policies and procedures in place. When policies and procedures are in order with
organizational goals, organizations are more effective (Clark & Estes, 2008). The organization
has policies and procedures aligned with the goal of increasing educational attainment in
marginalized students. After reviewing the Plan of Success, it was determined that there is an
opportunity to include additional information about the course content. There was not sufficient
information to inform the students about what the course content would be. Students were able to
describe what they thought the course was supposed to be, but as a researcher, it was difficult to
confirm what the course content was based on the syllabus. Accomplishing goals is enhanced by
participants having clear, current and challenging goals. Therefore, students need to have clear
goals to meet or exceed them (Clark, 1999; Clark & Estes, 2008; Pintrich, 2003).
Integrated Implementation and Evaluation Plan
The new world Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016) was used to guide
the implementation and evaluation plan to improve the graduation rates and educational
attainment of African American students through ethnic studies classes. The Kirkpatrick model
was adapted to guide the school district and others in implementing ethnic studies in all high
schools. It has four levels. Level 4 is results, Level 3 is behavior, Level 2 is learning, and Level 1
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is reaction. It has been enhanced and is referred to as the new world Kirkpatrick model, as it
maintains and honors the four levels but adds operational guidance. Level 4 is still first, which
refers to the results and targeted outcomes of organizations. It also includes leading indicators.
Implementation and Evaluation Framework
In this study, the organizational goal is to increase graduation rates by five percent by
2025 for Black students’ who are enrolled in ethnic studies courses. Level 3 (behavior) is second,
and it includes critical behaviors, required drivers, and on-the-job training. Critical behaviors for
teachers must be defined, such as teaching from an asset-based approach, building relationships
with students, creating safe learning environments, and reflections on teaching practices. There
have to be required drivers or systems in place that reinforce the identified behaviors and ways to
monitor, encourage and reward the behavior. In Level 2, teachers acquire the identified
knowledge, skills, attitude, confidence and commitment to the training objectives. In Level 1, a
plan is developed to measure teachers’ engagement, satisfaction and relevance of the training.
The goal of the new world Kirkpatrick model is to increase learning, solicit behavior change, and
reach organizational goals for students through training.
Organizational Purpose, Need and Expectations
The RWFHD’s mission is to prepare every student for college, career and life. The
organizational performance goal is that, by 2025, graduation rates will increase by five percent
for Black students enrolled in ethnic studies courses. The implementation of these courses has
been staggered by subject for 3 years. In the fall of 2021, ethnic studies English literature courses
were offered. In the fall 2022, ethnic studies history courses were offered. By fall 2023, ethnic
studies math courses will be offered. By fall 2024, ethnic studies science courses will be offered.
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All teachers will be fully trained to teach the courses, and African American students will have
received a full year of ethnic studies courses by the spring of 2025.
African American students are the focus because they graduate at a lower rate than White
students. In Arizona, Black students’ high school graduation rate is 73%, while White students’
rate is 92%. Only 36% of Black students in Arizona are earning post-secondary degrees or
higher, compared to 67% of White students, according to the State of Black Arizona. There is a
need to increase the graduation rate for African Americans or Black students, and it is believed
that one way to increase graduation rates and educational attainment is by implementing ethnic
studies courses (García, 2013). Due to the internal natures of motivational influence like value,
self-efficacy and mood, the stakeholder group of focus for this study was the students
themselves. The goal of the study was to determine the influence of the African American
literature course on educational attainment. Based on the study’s results, the course had a
positive impact on students. Therefore, the recommendations are focused on what the
organization and the teachers can do to support Black students’ increased graduation rates and
educational attainment.
Level 4: Results and Leading Indicators
Table 13 shows the proposed Level 4 results and leading indicators organized into
external and internal outcomes and the recommended methods that could be used to evaluate
them. Leading indicators are short-term observations and measurements that recommend critical
behaviors to track and create desired positive results (Kirkpatrick & Kirkpatrick, 2016). The
outcomes are the lead indicators of increased graduation rates, educational achievement, post-
secondary planning, and the related stakeholder goals to improve knowledge and motivation for
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African American students. Internal indicators are likely to occur if African American students
are educated by teachers trained in ABP.

Table 13
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metrics Methods
External outcomes
RWFHD African American students’
graduation rates will increase by 5
percent each year.
Number of
African
American
students who
graduated
Annually assess the number of
Black students who
graduated and compare to
previous year’s data.
African American students’ applications
for scholarships will increase by 10%.
Number of
scholarships
applied for and
awarded
Annual report of the number
of scholarships students
applied for and were
awarded
Students will be exposed to at least 10-
20 colleges, universities, which
includes HBCUs and trade schools.
Number of field
trips and guest
speakers
Annual report of the number
of field trips to colleges,
universities and the number
of guest speakers with
association affiliations
Internal outcomes
All teachers will be trained in ABP
before school starts.
Number of
teachers trained
in ABP
Ensure teachers are trained
prior to teaching the course.
Annual review of teachers
trained.
Create a safe and welcoming
environment for Black staff and
students.
Number of Black
students and
teachers
Annual report on retention.
Give surveys to Black staff
and students
Create post-secondary plans for all
students by the end of the 1st quarter
or sooner for seniors.
Number of post-
secondary
plans created
Annual report with supporting
data on post-secondary
plans.
Ethnic studies will be offered at each
grade level by 2030. Then a post-
secondary plan can be completed at
each grade level. preparing the student
to apply to colleges in fall of their
senior year.
Number of
courses offered
at each grade
level
Create plan of phasing in
ethnic studies courses by
2025

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Level 3: Behavior
Critical Behaviors
Level 3 pertains to behavior, and it measures the degree to which participants are willing
to implement what they have learned in training in their jobs, and it has three components:
critical behaviors, required drivers, and on-the-job training (Kirkpatrick & Kirkpatrick, 2016).
The stakeholder group of focus in this study was the students of RWFHD who were enrolled in
the African American literature class. The critical behavior focuses on the teachers, and it is
recommended that teachers teach from an asset-based approach. Teaching from an ABP
consistently will have the largest impact on increasing African American students’ graduation
rates and educational attainment. Table 14 presents the metrics, methods, and timing for
evaluating the critical behavior of teaching from an asset-based approach.

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Table 14
Metrics, Methods, and Timing for Evaluation of Critical Behavior
Metrics Methods Timing
Teachers’
effectiveness
will be
measured
through
student
evaluations
and student
GPAs.
The teacher shall set high
expectations for students.
Ensure that these are
communicated in a positive
and encouraging way.
Teachers will provide support
and resources such as tutoring
and mentoring and celebrate
successful African American
role models in the classroom
and the community. Teachers
will celebrate small successes
and recognize hard work.
Starts at the beginning of the school
year and will continue until the end
of the school year. Give students a
survey every quarter to measure
teachers’ expectations.
Teachers will build relationships
with students by showing
respect, building trust,
listening to them, celebrating
their diversity and being an
advocate for them.
Starts at the beginning of the school
year and will continue until the end
of the school year. Give students a
survey every quarter to measure
teachers’ ability to build
relationships.
Teachers will create safe
learning environments by
making them inclusive spaces
and using a curriculum that
reflects the experiences of
Black students. Treat students
with dignity and respect.
Starts at the beginning of the school
year and will continue until the end
of the school year. Give students a
survey every quarter to measure if
students feel safe and a sense of
belonging.
Teachers will reflect on teaching
practices and adjust teaching
practices in PLCs.
Teachers will reflect weekly at their
PLCs and report out.
Teachers will provide
differentiated instruction.
Giving students pre- and post-
assessments (i.e., quizzes, projects,
presentations, etc.). Obtaining
feedback from students and parents
via surveys quarterly.
Teachers will track students’
progress, providing detailed
feedback.
Using a portfolio, students can track
their progress quarterly. Students
will take ownership of their learning
and be reflective about their
process.
Teachers will bring their student
attendance data to PLCs.
Students’ attendance will be reviewed
quarterly.
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Required Drivers
Required drivers are defined as the motivation and organizational influences that
stakeholders need to achieve outcomes, including creating environments conducive to achieving
the desired outcomes (Kirkpatrick & Kirkpatrick, 2016). For African American students’
graduation rates and educational attainment to increase, teachers have to implement the critical
behavior mentioned in Table 14. Teachers’ critical behaviors are essential to students’ academic
success. According to Kirkpatrick and Kirkpatrick (2016), required drivers are systems that
embed reinforcement, monitoring, encouragement, and reward performance in the critical
behaviors on the job. The knowledge-based influence recommendations align with monitoring
and reinforcing because the teachers are being recommended to use a form of monitoring and
reinforcing the knowledge being taught by using reflection, speeches, and other strategies. The
motivational influences align with encouragement because the classroom supports are designed
to increase their confidence and create goal-oriented behavior. The organizational solution is
monitoring because it tracks progress and measures success, which is imperative to
implementing organizational solutions. Table 15 identifies the required drivers identified in this
study; it outlines the frequency for enacting each strategy and is in alignment with the critical
behavior.

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Table 15
Required Drivers to Support Critical Behavior
Methods Timing
Reinforcing
PLC leaders and administrators will use positive language by
focusing on strengths and use words that build self-esteem
and motivation.
Weekly during PLC meetings
Teachers will set goals that reflect their interests and strengths
with PLC leaders and/or administrators.
Biannually
Encouraging
Guest presenters will come to the PLC meetings to speak about
the benefits of teaching from an asset-based approach.
Quarterly
During PLCs, teachers will have the opportunity to learn from
their peers.
Weekly
PLC leaders will create a system that provides feedback to
teachers to help identify opportunities for growth.
Monthly
Rewarding
Administrators will recognize teachers who demonstrate
effective ABP practices.
Quarterly and during
campuswide staff meetings.
A campus initiative that focuses on asset-based teaching and
incentives will be provided for teachers who participate in the
activities.
Quarterly
Monitoring
Student surveys Biannually
Promoting the PDSA model to encourage improvements in the
course.
Quarterly

Organizational Support
The critical behavior, teaching from ABP, identified in Table 15 and the drivers
mentioned in Table 14 are contingent upon the organization implementing the recommendations.
To address the graduation rates and educational attainment for the stakeholder group, the cultural
models, cultural settings, policies, and practices of RWFHD must be examined to ensure they
meet the organizational goals. The organization will support the critical behavior by providing
resources to effectively implement an ethnic studies course by 2025 and in every grade by 2030.
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Culturally responsive teachers will be trained in ABP prior to teaching the course. The
organization will advertise and market the course to all students because it is important for
students of the same culture to learn about their cultures and for White students to learn more
about other cultures and U.S. history. The course is approved for English credit. The master
schedule is a value statement that dictates and influences students’ success. It is imperative that
the organization prioritizes the African American literature course. The organization will review
the budget and allocate funds for field trips and/or supplemental classroom resources.
Community partners will be encouraged to volunteer to present to the classes by
advertising to the community from the district level. For policies, processes, and procedures, the
organization will ensure a syllabus with the course content and expectations that teachers can
provide to their students and parents. The organization will support the ethnic studies courses by
promoting them and ensuring that students are aware of them.
For culture models, the organization will value Black and Latino students and staff by
acknowledging and understanding their unique experiences and perspectives, checking their
biases, creating an inclusive district for Black and Latino students and staff, and providing
support as needed. For the culture setting, the organization will support the course by hiring a
culturally responsive adult to teach the course. The organization will create targeted recruitment
strategies like partnering with HBCUs and community organizations that support Black
educators.
To attract Black teachers, incentives will be offered to include tuition reimbursement
and/or signing bonus. The priority is to hire African American teachers to teach the course, and
the second option would be to ensure the course’s teachers are trained in culturally responsive
pedagogy. The district will create a mentorship program that connects Black teachers to
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experienced teachers. Finally, create a positive work environment that values diversity and
inclusion to assist with the retention of Black staff and teachers.
Level 2: Learning
Learning Goals

Learning is described as change in knowledge, skills, or attitudes that occurs because of
educational or training intervention, according to Kirkpatrick & Kirkpatrick (2016). Learning is
acquiring new knowledge, understanding concepts, mastering skills, and changing attitudes or
behaviors. Kirkpatrick and Kirkpatrick (2016) viewed learning as a critical component of
personal and professional development and stressed evaluating the effectiveness of learning
interventions so that they meet their intended goals.
● Students can state the relationship between the content and their lived experiences.
(K)
● Students are able to reflect on their experiences with the content and how it impacts
their self-esteem (K)
● Students felt seen as a person after taking the course. (M, V)
● Students were excited about learning the objectives of the course. (M)
● Students felt confident about their ability to read and understand the literature;
students became more confident because of the course. (M)
● Students need to feel positive about themselves and their culture. (M)
● The organization will provide resources to effectively implement an ethnic studies
course. (O, R)
● The organization understands the rationale and the purpose of this course. (O, P)
● The organization should be supportive of ethnic studies courses. (O, CM)
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● The organization supports the course by providing a culturally responsive adult. (O,
CS)
Program
The ABP ethnic studies course recommended for enhancements will increase African
American students’ graduation rates and potentially increase the opportunities for educational
attainment. Students’ knowledge of their culture and heritage will increase because it is taught
through an asset-based approach. The program’s implementation will impact students’
motivation to include them feeling valued, increasing their self-efficacy, mood, and positive
feelings about themselves and their culture. Students will be exposed to successful Black
community partners, colleges, and universities and highly encouraged to apply for scholarships.
The program that is being recommended is to expand ethnic studies courses because, based on
this study, it had a positive impact on the students thus far. By 2025 teachers will be trained to
effectively implement ethnic studies courses at each grade level. As a result of the program’s
implementation, students will achieve the learning goals. Week-long training for teachers will
take place 2 weeks prior to the school year, and support will be given weekly during professional
learning communities (PLCs). It is recommended that staff use the plan-do-study-act model to
monitor and determine how to effectively implement the courses. There are recommendations to
monitor the teachers’ effectiveness on an ongoing basis and to provide weekly support. The
recommended program consists of evidenced-based solutions for the problem of practice.
Evaluation of the Components of Learning
To determine the program’s effectiveness, assessing students’ declarative and procedural
knowledge must be incorporated throughout instruction. Assessing the effectiveness of the
program is not limited to knowledge. Assessing confidence will be imperative to ensure that the
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students feel like they can complete the tasks given. Students’ attitudes reflect whether they
value the material taught, which affects their ability to produce and complete tasks. If there is a
gap in teaching from an asset-based approach, it will impact students’ perceptions of value and
potentially impact their levels of commitment. Table 16 highlights the methods and timing for
evaluating these knowledge-based and motivational components of learning.

Table 16
Evaluation of the Components of Learning for the Program
Methods or activities Timing
Declarative knowledge: “I know it.”
Write a paragraph connecting what they have
learned with lived experiences.

At least weekly during class to monitor
progress during each lesson.
5-minute speech or presentation Biweekly
Pre-and post-tests and quizzes Beginning, middle, end of course
Procedural skills: “I can do it right now.”
Observations of students performing the task During class time, informal
Role-play simulations Monthly
Student-managed portfolios that allow students
to reflect and monitor growth
Monthly to monitor progress during each
lesson
Attitude: “I believe this is worthwhile.”
Surveys using Likert scale to measure
satisfaction.
At least monthly during class to monitor
progress during each lesson.
Class discussion on value At least weekly during class to monitor
progress during each lesson.
Interviews or meeting with students Quarterly
Confidence: “I think I can do it on the job.”
Surveys using Likert scale to measure
confidence
Monthly
Performance, if students perform the task well Weekly
Observations (taking lead, assertive) During class time, informal
Commitment: “I will do it on the job.”
Goal setting Quarterly
Surveys using Likert scale to measure
satisfaction
Monthly to monitor progress during each
lesson
Observations During class time, informal

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Level 1: Reaction
At Level 1 (reaction), the focus is on obtaining feedback from participants regarding the
effectiveness of training programs Kirkpatrick and Kirkpatrick (2016), which includes customer
satisfaction, engagement, and relevance. The teachers and students will have opportunities to
assess the program and course. Table 17 articulates the methods or tools for evaluating reactions
to the program and includes methods and timing of each evaluation.

Table 17
Components to Measure Reactions to the Program
Methods or tools Timing
Engagement
Attendance and participation (students and teachers) Weekly during the course/program
Quality and frequency of goal setting (students &
teachers)
Weekly during the course/program
Course/program evaluation (students and teachers) At the end of the course/program
Relevance
Outcome-based evaluation (measuring the program’s
impact on both stakeholders)
At the end of the course/program
Discussion with stakeholders At the midpoint of the course or
program
Course/program evaluation At the end of course/program
Customer satisfaction
Student/teacher survey At the midpoint of the course or
program
Discussion with stakeholders At the midpoint of the course or
program
Course/program evaluation At the end of course/program

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Evaluation Immediately Following the Program Implementation
Kirkpatrick and Kirkpatrick (2016) recommended that there are immediate evaluation
tools to gather feedback. They recommended collecting feedback right after the training has been
completed as it will gauge participant reactions and assess the quality of the training delivery.
Immediate feedback includes surveys and focus groups. In Tables 15 and 16, course evaluations
and specific survey items were listed as ways to measure Level 1 and Level 2 outcomes
immediately after implementing the course or program. Level 1 questions are designed to reflect
the participants’ experience in the program measuring customer satisfaction, engagement and
relevance. Level 2 evaluations include measures of declarative and procedural knowledge,
attitude, confidence and commitment. These measures are designed to assess the effectiveness of
the course or program, the learning goals, and participants’ and students’ perceptions about their
growth in knowledge, confidence, commitment, and attitude. Appendix E provides examples of
Level 1 and Level 2 rating items that might be given to participants and/or students at the
conclusion of the course and/or program. Due to the uniqueness of this study, the survey sample
was made to evaluate both the asset-based program and students’ experience in the ethnic studies
course.
Evaluation Delayed for a Period After the Program Implementation
Kirkpatrick and Kirkpatrick (2016) recommended delayed evaluation tools to gather
feedback. Delayed evaluation tools include productivity measures, job performance evaluations
and customer feedback. They are designed to assess the program’s effectiveness over time rather
than immediately after the program has ended. The tools include surveys, interviews,
observations and performance metrics. Using delayed evaluation tools can help organizations
gain a better understanding of the long-term impact of the program and will assist with making
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data-informed decisions. The recommended timeframe for each organization will vary depending
on their program, but it is imperative that immediate and detailed feedback is collected. Due to
the uniqueness of this study, the survey sample included in Appendix E was made to evaluate
both the asset-based program and students’ experience in the ethnic studies course. It was
designed to be distributed at least a week after the class and the training has ended. Gathering
feedback from Levels 1 through 4 will allow the organization to adjust the African American
courses and the asset-based training program. Appendix F showcases rating items for Level 1:
Reaction, Level: 2 Learning, Level: 3 Behavior, and Level: 4 Behavior using a 5-point Likert
scale, and it is an example of a survey to measure effectiveness.
Data Analysis and Reporting
It is recommended to collect data throughout the implementation to examine the
program’s effectiveness (Kirkpatrick and Kirkpatrick, 2016), and the data can influence the plan-
do-study-act model to improve the program’s effectiveness. The survey data (Appendix C) will
be shared with teachers within days after they complete the program. Students will receive the
surveys on the last day of class. The Likert scale responses will be presented using pie charts.
The delayed evaluation (Appendix D) will use the same process to share data with the
stakeholders. During weekly PLCs, the informal data, celebrations and challenges will be shared,
and staff will be able to provide feedback to each other on possible improvements/strategies.
Teachers will bring their informal data in a document to share with the team, which will also be
shared with the administration quarterly. Monitoring progress weekly will ensure that goals are
being met and provide the opportunity to adjust as needed. Additionally, it keeps teachers
involved and engaged in meeting the organizational goal of increasing graduation rates and
opportunities for educational attainment for African American students.
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Summary of the Implementation and Evaluation
The new world Kirkpatrick model was the framework used for the integrated
implementation and evaluation plan to address the problem of practice based on positive
experiences the African American students had in the ethnic studies course (Kirkpatrick &
Kirkpatrick, 2016). Their model allowed the intervention to align with the organizational and
stakeholder goals. It provided a structured approach to planning, implementing, and evaluating
intervention for the RWFHD.
Kirkpatrick and Kirkpatrick’s (2016) model recommends starting with the goal first,
which is Level 4, and the goal for the organization is to implement ethnic studies courses with
culturally relevant teachers. Level 3 is critical behaviors and required drivers that have to occur
for the organization to reach the goal in Level 4, and that is training teachers to teach from an
asset-based approach. Level 2 is learning goals which are what the students need to learn as a
result of being in the ethnic studies course. Finally, Level 1 measures outcomes in terms of
reactions to the training plan. Based on their recommendations, Appendices E and F were
developed as a sample survey to collect data because Kirkpatrick and Kirkpatrick recommended
collecting data immediately after the training and a delayed evaluation to assess the program’s
effectiveness. The data will continuously drive conversations as it is analyzed throughout the
process and be used to improve the program and the courses.
Limitations and Delimitations
There are limitations to this study. Only one school was examined, and out of 12 students
in the African American literature course, six participated in the study. Therefore, the sample
size is small. The target number of participants was 12, and the target was not met. A larger
sample could have broadened the data set and provided a deeper dive into the KMO. I only
105

focused on one ethnic studies course at the school, which is a delimitation. Further, I was an
employee of the organization during the implementation of the first African American literature
course, and I checked my bias throughout the process to ensure my positionality did not
influence the findings.
Recommendations for Future Research
This evaluation study analyzed the KMO influences impacting African American
students’ ability to graduate from high school and attain higher education. This study was unique
in that it involved students who were enrolled in the African American literature course, but the
recommendation was for the organization to implement ethnic studies. The finding noted specific
areas for improvement. The first teacher hired to teach the course was not culturally competent,
which caused harm to the students. There is a need for a longitudinal study of students who took
at least one semester of ethnic studies in high school to determine graduation rates and career
goals. For future studies, it is recommended to have a larger sample. There are currently two
African American courses offered for 11th and 12th graders, so it would be beneficial to study
those courses and, each year, add the grade level that was being added that year. Research should
be conducted with these six participants to explore the long-term influence of the course. Finally,
a recommendation for future study is to explore the outcomes of an African American teacher
and one who has been trained in culturally responsive pedagogy.
Conclusion
The organizational goal is to increase African American students’ graduation rates by
five percent. The stakeholders for the study were graduates from RWFHD class of 2022, as they
were enrolled in the first African American literature course offered in the organization. This
evaluation study was important in informing stakeholders of the knowledge and organizational
106

gaps. While the course has been acknowledged as an asset, there are opportunities to improve it.
As noted in Chapter One, Black students in Arizona are graduating at 73%, and White students
are graduating at a rate of 92%. Black students in Arizona are obtaining post-secondary degrees
or higher at the rate of 36%, and White students are obtaining degrees at 67% (Broughton et al.,
2021). Chapter Two outlined the history of education and the impact that ethnic studies have on
Black students. This study found that the African American literature course was an asset to
students. Four of the former students are enrolled in a college or university, one is in the military,
and one is currently working and intends to go to a trade school. At the conclusion of this study,
there are recommendations to improve the gaps and move the organization forward to meet the
organizational goals. It is imperative for Black students to be centered, valued, and educated
from an asset-based approach throughout their school experience.

107

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Appendix A: Interview Protocol
My name is Dr. Ashley Hodge, and I want to thank you for your willingness to
participate in my study. During our last conversation, I stated the interview should be 45 minutes
to an hour. Are you still available to meet?
Great, glad you have some time to answer my questions. I would like to share what my
study is about, which was also provided to you in the Study Information Sheet. I am currently in
an educational leadership program at the University of Southern California (USC), and I want to
explore the beliefs and perceptions of high school seniors enrolled in the ethnic studies courses.
My goal is to understand students’ experiences in the courses.
Introduction
This interview is confidential, and that means that your name will not be shared with
anyone who is not on my research team. I will not share your answers with any teachers or
administrative staff. I will use a pseudonym or an alias to protect your identity, and I will do my
best to hide your identity as I share direct quotes from our interview. I can provide a copy of my
final paper to you, if you would like.
The data gathered from my interviews will be kept for 3 years in a password-protected
computer and then destroyed. The transcripts and notes will be retained for 3 years, but if
recorded, the recording will be deleted after the interview.
Do you have any questions before we get started? A lot of information will be shared,
and I want to ensure that I capture everything that you say because it is important. I brought my
recorder with me. The recording is solely for me, and it will not be shared with anyone outside of
my research team. May I have your permission to proceed with recording our conversation?

117

Setting the Stage
Let’s start with some background information. (Q: Background)
1. First, tell me about yourself.
● How old are you?
● How long have you attended this school?
● What race do you identify as?
● How did you find out about the course?
● What does community mean to you?
2. Which ethnic studies course are you enrolled in? (Q: Background)
Heart of the Interview
The next questions will be about the ethnic studies course that you were enrolled in.
3. What is the relationship between the African American literature class and your lived
experiences? Probes: Tell me more about that connection.
4. If you had to explain African American literature (ethnic studies) to someone as it
relates to your experience as a Black student, what would you say? Probes: Give
some examples about what you learned.
5. What is the relationship between the African American literature class and your lived
experiences? Probes: Tell me more about that connection.
6. How did it make you feel to learn about the history of your people? How did you feel
prior to the course?
● Some might say this course was not valuable for students or students were not
valued. What are your thoughts? How did you feel?
7. On a scale from 1–5 (1 not seen, 5 seen), how seen did you feel after taking this
course? Did the teacher make you feel that way, or did other students?
118

8. The goals and objectives of the course were clear to me (Likert scale)
● What did you perceive the goals of the activities to be?
● Were any of the goals challenging to you?
9. Can you describe how confident you feel about your ability to express what you learned
in your class?
● Provide an example about an academic task that was challenging to you?
● What about that task was challenging?
● Did you complete the task?
10. On a scale from 1–5, how confident did you feel about your ability to read and
understand the literature? How did you feel prior to the course? Can you give me an
example?
11. How do you feel about what you learned about your culture and yourself? Can you give
me an example?
12. What kind of resources (supplies, community partners) did you have in the classroom?
Do you feel like your teacher was prepared and had the necessary materials class?
13. What was the purpose of the course? Do you feel like the course was aligned with the
school and district policies? Why or why not?
14. How did the school and the district support the course? Can you please provide an
example?
15. How did you think leaders on campus viewed the course? How do you think district
leaders viewed the course?
119

16. Did the district/school provide you with a culturally responsive adult? Tell me more,
please. Did you believe the course was supportive by providing a culturally responsive
adult, an adult with similar lived experiences?
Closing Question
What else would you like to share about your experience as a high school senior enrolled
in an ethnic studies course that I may have missed?
Closing Comments
Thank you very much for sharing your thoughts and experiences with me! I enjoyed
speaking with you and appreciate your time and willingness to share. If I have any additional
follow-up questions, is it okay to contact you via email?
Again, thank you very much, and I want to remind you that our interview is confidential
and will not be shared with anyone outside of my research team. I wish you the best of luck in all
of your endeavors. Please accept this planner as a small token of my appreciation. If you have
any questions for me, please feel free to reach out to me. Thank you!

120

Appendix B: Syllabus
Plan for Student Success African American Literature

School: Teacher:
Department: CTE Course Title: African American Literature Code: 0100960
No. of Credits: 0.5 Grade Level: 12 Prerequisite: English 5/6
_____________________________________________________________________
Course Description: The senior year of high school is a critical year in a student’s academic
life. This course is designed to guide and support a successful transition to cultural identity and
adulthood from a culturally relevant perspective. It will explore educational and career
opportunities; promote school connectedness to the community; prepare students for the
academic rigors of high school through organizational, time management, and study skills; and
teach digital citizenship through a culturally relevant lens.
Materials Required: Internet access, school computer, writing utensil.

Grading System

Category Gradebook weight
Projects 60%
Daily Work 40%

Title I Program: Academic tutoring and test preparation is available to all students. Additional
support for passing classes and graduating on time is the intent of these services. Support through
Title I funding is available in the areas of: math, reading and English.
Make-up Policy: All work must be turned in on time. However, if you are absent, you will be
given two school days to make up any work you missed for each day you were absent. The one
exception to this rule is at the end of each grading period. At the end of grading periods, all work
must be turned in by the teacher assigned deadline. Special situations may arise and the time
allowed for making up work may be extended at the teacher’s discretion.
121

Attendance: All students must be in class on time to maintain an effective learning
environment. “Absent” is defined as nonattendance in an assigned class or activity for more than
one-half of the period. “Tardy” is defined as not being in the assigned class or activity when the
tardy bell has finished ringing. Students may fail the class for the semester in any course when
reaching a total of 12 excused/unexcused absences and after school-documented interventions
have been exhausted. (Student Procedures Handbook).

Student Expectations
Be on time
Be an active member of the class
Be respectful

Plan for Student Success

By signing below, both student and parent/guardian take responsibility for the content on all
pages of the Plan for Student Success. I look forward to us having a successful and fun school
year.

Complete the information below and return it by (DATE).

__________________________________________________________________________________________
_________

Acknowledgement of Receipt for Plan for Student Success

We have received the Freshman Connections Plan for Student Success. We have read it and
understand its contents.

Print Student Name ____________________________________Student ID #___________________

Student Signature _____________________________________________________________________

Print Parent/Guardian Name ___________________________________________________________

Parent’s/Guardian’s Signature _________________________________________________________

Parent’s/Guardian’s Phone Number: _____________________________________________________

Parent’s/Guardian’s Email: ______________________________________________________________

Today’s Date _____________________

122

Appendix C: Informed Consent/Information Sheet
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy, Los Angeles CA, 90089

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

PURPOSE OF THE STUDY
This study aims to understand the influence that ethnic studies has on African American
students.

My name is Dr. Ashley Hodge, and I am currently enrolled in an educational leadership program
at the University of Southern California (USC), and I want to explore the beliefs and perceptions
of high school seniors enrolled in the ethnic studies courses. My goal is to understand students’
experiences in the courses.

PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to participate in an interview via phone or
video conference. The interview will range from an hour to an hour and a half. To ensure that all
of the data is captured, the interview will be recorded and then deleted after the data has been
collected. Recording is optional.

CONFIDENTIALITY
There will be no identifiable information obtained in connection with this study. Your name,
address or other identifiable information will not be collected.

Required language:
The members of the research team, the funding agency, 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.

INVESTIGATOR CONTACT INFORMATION
The Principal Investigator is Darline Robles, dprobles@usc.edu, (213)-740-3537, Ashley Hodge,
ajhodge@usc.edu, 480-504-7169
The Faculty Advisors are Gregory Franklin, gfrankli@usc.edu, PHONE and Schavon Waggoner,
waggoner@phoenixunion.org, PHONE].

IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu
123

Appendix D: Recruitment Letter
Hello, my name is Dr. Ashley Hodge, and some of you may know me as I was the social
worker at your school while you were in high school. I have asked the student leader of the
group to reach out and ask for your permission to give me your email addresses.
I am finishing up my last year at the University of Southern California, and I would like
you to participate in my research study. I am studying the impact of the ethnic studies course that
you took senior year. Your responses will be confidential. Participation includes being
interviewed for about 45 minutes to an hour. Please reply to the student leader with a “yes,
please forward my email address to Dr. Hodge, or, no, I do not want my email address sent to Dr.
Hodge.”
After you consent, I will contact you directly to provide additional details. Participation is
voluntary, and you can stop at any time.
I look forward to your response.
Thank you,
Ashley Hodge

124

Appendix E: Sample Survey Items Measuring Kirkpatrick Level 1 (Reaction) and Level 2
(Learning)
Please answer the questions below using the scale 1–5; 1 is strongly disagree, and 5 is
strongly agree.
1. I was engaged during the course or program? (Level 1: engagement)
2. I was motivated to participate in the course or the program? (Level 1: engagement)
3. I found the course or program content relevant to my needs? (Level 1: relevance)
4. I was satisfied with the learning experience. (Level 1: customer satisfaction)
5. I would recommend this course or program to other people. (Level 1: customer
satisfaction)
6. I can recall the information that was taught during the course or program. (Level 2:
declarative knowledge)
7. I feel confident in my ability to apply the skills that I learned. (Level 2: procedural
skills)
8. My attitude toward the subject has changed as a result of the course or program.
(Level 2: attitude)
9. My confidence has improved since completing the course or program. (Level 2:
confidence)
10. I am committed to continue learning about the subject. (Level 2: commitment)

125

Appendix F: Sample Survey Items Measuring Kirkpatrick Level 1 (Reaction), Level 2
(Learning), Level 3 (Behavior), Level 4 (Results)
Please answer the questions below using the scale 1–5; 1 is strongly disagree, and 4 is
strongly agree.
1. I found the course or program enjoyable. (Level 1: reaction)
2. I found the content relevant to my job or my life. (Level 1: reaction)
3. I learned from the course or the program. (Level 2: learning)
4. I am confident that I can apply what I learned in the course to my life or my job.
(Level 2: learning)
5. I have been able to apply what I have learned in the course or program in my or my
job. (Level 3: behavior)
6. I use the skills/knowledge often from the course or program. (Level 3: behavior)
7. The course/program has positively impacted my life or job performance. (Level 4:
results)
8. The course/program has contributed to improving outcomes in my academics/ life or
my department. (Level 4: results)

Abstract (if available)

Abstract This study conducted a gap analysis using Clark and Estes’s framework to identify the root cause of an organizational problem. The analysis focused on gaps in knowledge and skill, motivation, and organizational issues. Specifically, the analysis focused on Black students at a high school, using a mixed method of data gathering and interviewing six participants who were enrolled in the ethnic studies course in the 2021-2022 school year. The study concludes that the African American literature course was beneficial to the students.

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Asset Metadata

Creator Hodge, Ashley (author)

Core Title Ethnic studies influence on education attainment

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Degree Conferral Date 2023-05

Publication Date 05/19/2023

Defense Date 04/24/2023

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

Tag African American literature course,black students,Clark and Estes's framework,education attainment,ethnic studies course,OAI-PMH Harvest,organizational problem

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Robles , Darline (committee chair), Franklin, Gregory (committee member), Waggoner , Schavon (committee member)

Creator Email ajhodge@usc.edu,dr.ashleyhodge@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113132905

Unique identifier UC113132905

Identifier etd-HodgeAshle-11875.pdf (filename)

Legacy Identifier etd-HodgeAshle-11875

Document Type Dissertation

Format theses (aat)

Rights Hodge, Ashley

Internet Media Type application/pdf

Type texts

Source 20230522-usctheses-batch-1047 (batch), 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 author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

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

Repository Email cisadmin@lib.usc.edu