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The African American male achievement gap: teachers as change agents

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The African American male achievement gap: teachers as change agents

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Content i

The African American Male Achievement Gap: Teachers as Change Agents

by

Amanda Elizabeth Egan

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

August 2020

Copyright 2020 Amanda Elizabeth Egan

i

Dedication

This dissertation is dedicated to my son, Jay. I began the journey for my doctorate when
he was 4 years old and he has been so patient. He gave me the courage to take this journey and
he inspired me to study ways to increase black male academic achievement. My Black son
represents a population of boys who need change in the way they are educated. Jay, thank you
for inspiring me. I love you.

ii

Acknowledgements

I want to thank my parents for supporting me on this journey in every way possible. They
raised me to believe I could achieve anything, and they did everything in their power to make it
happen.
I would also like to thank my dissertation committee: Dr. Ekaterina Moore, Dr. Fred
Freking, and Dr. Melanie Brady for their endless feedback and push to make this my best work
before defending it.
Lastly, I would like to thank my colleagues for lifting me up each day and for their
genuine support. Specifically, I would like to thank Dr. Gina Horton for assisting me with data
collection and Ms. Amber Lejay for voicing a perspective that is invaluable. The completion of
this work truly took a village.
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Table of Contents

Dedication i

Acknowledgements ii

List of Tables vi

List of Figures vii

Abstract viii

Chapter One: Introduction 1
Introduction of the Problem of Practice 1
Organizational Context and Mission 1
Organizational Performance Status/Need 2
Related Literature 3
Importance of the Organizational Innovation 4
Organizational Performance Goal 5
Description of Stakeholder Groups 7
Stakeholder Group of the Study 8
Purpose of the Project and Questions 8
Methodological Framework 9
Definitions 9
Organization of the Study 10

Chapter Two: Review of the Literature 11
History of African American Education 11
Parent Involvement/Engagement, Risks, and Community 14
Parent Involvement 14
Parent Engagement Strategies 15
Risk Factors and Parents 16
Community and Parents 17
African American Males’ Academic Needs 18
Pedagogy and Teachers 18
African American Male Teachers 20
Comprehensive Support for African American Males 23
Linked Learning and Mentorships 23
Counseling Consultation and Tutoring 25
Clark and Estes Gap Analysis Conceptual Framework 26
Stakeholder Knowledge and Motivation Influence 26
Knowledge and Skills 26
Motivation 27
Organization 30
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Content 31
iv

Conclusion 35

Chapter Three: Methods 36
Sampling and Recruitment 37
Participating Stakeholders 37
Sampling Strategy 38
Document Analysis Criteria and Rationale 39
Interview and Observation Criteria and Rationale 40
Credibility and Trustworthiness 41
Ethics 44
Data Analysis 46

Chapter Four: Results and Findings 48
Purpose of the Project 48
Project Questions 48
Participating Stakeholders 49
Results and Findings 49
Knowledge Results 49
Findings and Themes 53
Knowledge Findings 54
Theme 1: Teacher Pedagogy 54
Theme 2: Implicit Bias 56
Theme 3: Teacher’s Dual Role 57
Theme 4: Schema 59
Motivation Results 60
Motivation Findings 61
Theme 1: Confidence Levels 61
Theme 2: Teacher Support 63
Organization Results 65
Organization Findings 66
Theme 1: Teacher-Counselor Collaboration 66
Theme 2: Access 69
Theme 3: Advanced Courses 70
Theme 4: Belongingness 72
Conclusion 74

Chapter Five: Recommendations 76
Introduction and Overview 76
Knowledge 76
Motivation 80
Organization 82
Discussion 84
Integrated Implementation and Evaluation Plan 85
Implementation and Evaluation Framework 85
Organizational Purpose, Need, and Expectations 85
Level 4: Results and Leading Indicators 86
v

Level 3: Behavior 86
Level 2: Learning 89
Level 1: Reaction 91
Evaluation Tools 91
Data Analysis and Reporting 92
Summary 92
Future Research 92

References 94

Appendices 105
Appendix A: Document Analysis Protocol 105
Appendix B: Observation Protocol 108
Appendix C: Interview Protocol 111
Appendix D: IRB Sheet 115
Appendix E: Survey 116

vi

List of Tables

Table 1. Knowledge Influences 27

Table 2. Motivation Influences 29

Table 3. Organizational Influences 31

Table 4. Study Participants 38

Table 5. Knowledge Influences, Document Analysis Results 50

Table 6. Knowledge Influences, Observation Results 52

Table 7. Themes, Interview Results 53

Table 8. Motivation Themes, Interview Results 61

Table 9. Organizational Influences, Interview Results 66

Table 10. Summary of Knowledge Influences and Recommendations 77

Table 11. Summary of Motivation Influences and Recommendations 81

Table 12. Summary of Organization Influences and Recommendations 83

Table 13. Outcomes, Metrics, and Methods for External and Internal Outcomes 86

Table 14. Critical Behaviors, Metrics, Methods, and Timing for Evaluation 87

Table 15. Required Drivers to Support Critical Behaviors 88

Table 16. Evaluation of the Components of Learning for the Program 90

Table 17. Components to Measure Reactions to the Program 91

vii

List of Figures

Figure 1. Conceptual framework. 34

viii

Abstract

The purpose of this study was to conduct a needs analysis in the areas of knowledge and
skill, motivation, and organizational influencers necessary to narrow the African American male
academic achievement gap at a Catholic high school in Southern California. The high school
serves 550 students from diverse backgrounds. The methodology used for this study was a
multiple methods approach that included eight core subject teacher participants. The participants’
lesson plans were reviewed, the participants were observed teaching, and the participants were
interviewed. Three knowledge gaps were identified: (a) culturally responsive pedagogy, (b)
activating prior knowledge, and (c) home-school connection. One motivation gap was identified:
(a) self-efficacy. One organizational gap was identified: (a) professional development resources.
The teachers feel supported by the organization in the area of school counseling, but they need
additional resources and communication from the school administration to help narrow the
African American male achievement gap. The study concludes with recommendations for future
research and an implementation plan.

1

CHAPTER ONE: INTRODUCTION
Introduction of the Problem of Practice
The African American male achievement gap continues to prevail in K-12 schools in the
United States (NCES, 2016). While much attention has been given to measuring and closing the
African American male achievement gap in urban public schools, little attention has been given
to urban Catholic schools. However, Catholic schools experience issues similar to those facing
public schools, but there is little research available (Aldana, 2014). In the 2015-2016 school year,
76 % of African American students in the United States graduated from high school on time
compared to 88% of White students (NCES, 2016). In 2016, 33% of African American males
between 18-24 years old enrolled in college compared to 43% of White males (NCES, 2016).
Furthermore, 38% of African American students earn a college degree within six years of
beginning college compared to 62% of White students (Shapiro et al., 2017). This problem is
important to address because the underachievement of young African American males correlates
with decreased graduation rates, low college matriculation rates (NCES, 2016), and low paying
jobs (Joe & Davis, 2009).
Organizational Context and Mission
St. John’s
1
(SJHS) is a Catholic high school located in a Diocese in California. SJHS sits
in the heart of a city which was named California’s most dangerous city in 2016 (FBI, 2016).
SJHS’ surrounding neighborhood is impoverished and houses a large homeless population.
Forty-four percent of children in the city of San Bernardino are living below poverty level (City
Data, 2016). There are four public middle schools within a two- mile radius of SJHS. One of the
middle schools shares a fence with SJHS.

1
St. John’s is a pseudonym
2

SJHS serves approximately 550 students, ages 13-18, who reside in the surrounding
county. Sixty-five percent of SJHS students come from Catholic middle schools and 35% come
from public middle schools. SJHS’ mission is “to form, through education, young men and
women as leaders in the light and truth of the Gospel.” SJHS was founded in 1955 as a Catholic
co-educational high school. The SJHS student body is comprised of 54 % Latino, 10 % percent
African American, 10% multi-racial, 13 % Asian, and 13 % White students. Sixty-three percent
of the SJHS student population is Catholic (NCEA, 2018). Sixty percent of SJHS students are on
financial assistance and approximately $850,000 of financial aid was dispersed in the 2017-2018
school year. SJHS’ base tuition is $7,000 (St. John’s High School, 2018). Parents must apply for
financial aid through a system called FACTS. Once the parents’ eligibility is decided, they are
awarded their financial package. However, there is an appeals process when a parent feels he/she
will not be able to pay the additional amount that was not offered. The financial committee will
read a letter written by the parent and make a decision based on the family’s plea. Furthermore,
many athletes are sponsored by donors for their full tuition. In 2018-2019, SJHS had a
documented graduation rate of 97% and a college bound rate of 91%. Approximately 25% of
SJHS students planned to attend a junior college and 66% were accepted to a four-year
university (St. John’s High School, 2019). However, SJHS is not meeting its goal of graduating
all students and sending them all to the college of their choice.
Organizational Performance Status/Need
In order to fulfill its mission to form leaders through education, the organization should
examine the achievement gap between the African American male and White male student
populations. Furthermore, an innovation should be introduced. Failure to do so can result in
continued low achievement for African American males at St. John’s High School. For example,
3

they experience below average SAT scores, low representation in Advanced Placement (AP),
below average grade point average (GPA), and high representation in special education (Ren
Web, 2018). Further, African American males often do not earn a 2.0 GPA to maintain athletic
eligibility (Ren Web, 2018). All of the aforementioned items will result in African American
students not qualifying for admissions at a four-year university. Thus, the organization needs a
comprehensive approach to aid African American males’ academic achievement. This begins
with the teachers. The innovation includes the implementation of culturally responsive pedagogy
(CRP) in classrooms, a parent engagement plan, teacher and student relationship building,
comprehensive counseling services, and additional instructional resources.
Related Literature
African American students constitute approximately 17 % of the public-school
population, while African American male teachers constitute 2% of the teaching force (NCES,
2013). For children today, there is a great chance they may never have a Black male educator
(Bianco & Goings, 2016). In a qualitative study conducted in rural North Carolina, a theme that
emerged was that the student participants felt a cultural mismatch with their teachers, who were
all White (Bell, 2014). In addition, different types of experience in the home and school
environment contribute to the impediment or enhancement of achievement outcomes. African
American boys are more likely to experience child maltreatment, lead exposure, homelessness,
and low birth weight than White males (Fantuzzo, Leboeuf, Rouse, & Chen, 2012). Southworth
and Mickelson (2007) argue that students who attend segregated minority schools are likely to
have fewer options to take college preparatory courses than their peers at racially balanced
schools. Along with prior achievement, course placement is based on individual and family
characteristics, as well as school racial composition.
4

Many African American males are not given the opportunity to even enroll in courses
that will put them on track for college (Southworth & Mickelson, 2007). The evidence highlights
that the aim of the U.S. Supreme Court’s Brown vs. Board of Education (1954) decision to
desegregate schools has not been realized. Approximately 60 years later, the federal government
enacted the Every Student Succeeds Act (ESSA). The ESSA may have reset education
federalism boundaries to favor states, far exceeding their position prior to 2001 (Heise, 2017).
In a New Orleans school district, 90% of Black males said they aspired to attend college
while 60% of their teachers believed that they did not have an interest in postsecondary
education (Garibaldi, 2014). Research suggests that African American males do not receive the
services and support to aid them in a successful K-12 experience compared to their White male
counterparts.
Importance of the Organizational Innovation

It is important for the organization to implement a comprehensive approach to meet the
academic needs of African American males. When teachers integrate culturally responsive
pedagogy, activate prior knowledge, seek to develop relationships with their African American
male students, and communicate with parents, students will have a higher chance of academic
success, thus narrowing the achievement gap. Furthermore, teachers’ collaborating with mentors,
tutors, and counselors will strengthen the team who support African American male students.
The counselors can be a vital component to the innovation as they work alongside teachers to
increase achievement and college acceptance rates.
The consequences of not introducing the comprehensive support innovation ranges from
sports ineligibility and required summer school attendance, to not graduating from high school.
Furthermore, SJHS is a college preparatory high school, which means all of its students should
5

be prepared and accepted to college. Without this innovation, there is a good chance that African
American male students will continue to be underrepresented in postsecondary education
(College Board, 2017).
Organizational Performance Goal
The organizational performance goal is that by May 2022, 100% of African American
male students will have met the SJHS graduation requirements and the California State
University admission requirements, including A-G and SAT requirements, thus narrowing the
Black/White achievement gap at SJHS. The performance goal was set by the Assistant Principal
of Academics and the counseling department. The goal was established by reviewing acceptance
rates to CSU schools, SAT scores, PSAT scores, core course grades, and cumulative grade point
averages of African American males compared to White males at SJHS. The class of 2020
African American male mean cumulative GPA was 2.36 and mean SAT score was 820. The
class of 2020 White male average GPA was 3.1 and average SAT score was 1000 (College
Board, 2020). These scores indicate a significant gap.
The CSU system has standards for acceptance that align with SJHS’ graduation
requirements, with the exception of additional classes SJHS requires. The CSU requires that a
student fulfill the University of California (UC) A-G requirements (University of California,
2018). The A-G courses consist of a combination of four years of English, three years of Math,
two years of History, two years of a language other than English, two years of a laboratory
Science, one year of visual and performing arts, and one year of a college prep elective. In each
of those required courses, a student must receive a C- or better for the course to be considered
passed. CSU uses a sliding scale for SAT scores (CSU Apply, 2018). The higher the cumulative
GPA earned by the student, the lower their SAT score can be. The SJHS counseling department
6

encourages all students who plan to attend a CSU to earn at least a 2.75 GPA and a 1000 SAT
score to be a competitive candidate (CSU Apply, 2018). SJHS supports this academic pathway
by providing all of the required courses for a student to fulfill the UC A-G requirements. In
addition, SJHS offers the SAT twice a year on a school day. This is an extremely important
opportunity for students who typically would not take the SAT due to transportation issues or the
mere fact that it is on a Saturday.
Progress is tracked by teacher reports, progress report grades, quarter grades, semester
grades, final exam grades, PSAT 9 scores, PSAT NMSQT scores, SAT scores, athletic
eligibility, tutoring attendance, counseling appointment attendance, four-year plan audits, and
My Brother’s Keeper mentorship involvement. My Brother’s Keeper is a club on campus
designed to support boys of color. President Obama created the vision in 2014 and St. John’s has
since started an MBK chapter. According to the Obama Foundation (2014), the MBK vision is:
We believe every young person deserves equal opportunity to achieve success, regardless
of their race, gender, or socioeconomic status. Our vision is to make this a reality for all
of our nation’s boys and young men of color, each and every one of whom is critical to
our collective success. By realizing this vision, we are creating a brighter, more
promising future not just for our boys and young men of color, but for the country.
This performance goal is important for the organization because SJHS is located in a
neighborhood where 67% of the population have only earned a high school diploma and 11%
have earned a bachelor’s degree or higher (City Data, 2016). The majority of the African
American population of SJHS resides in the city of San Bernardino. It is crucial that all students
who graduate from SJHS go back into their neighborhoods and invoke change. Furthermore, if
the innovation works, these students will be college educated and will have more earning power,
7

in addition to their knowledge. If the achievement gap does not narrow, the African American
male population will have attended a college preparatory high school but will not be eligible for
acceptance to a four-year university. They could possibly go back into the community with only
a high school diploma or less.
Description of Stakeholder Groups
There are many stakeholder groups who directly contribute to and benefit from student
achievement at SJHS. These groups are the parents, faculty, counselors, administration, school
board, and students. Not only do the parents contribute to the performance goal, but they also
benefit from it. They contribute by reinforcing attendance and emphasizing the importance of
reading, writing, and completing homework. Parents can also contribute by communicating with
their child’s teacher and counselors and attending parent workshops. They benefit because their
child is being educated well, will attend college, possibly on an academic scholarship, and will
be a productive member of society. The faculty directly contribute to student success by the way
they deliver their material and the connections they make with students. The faculty has the
opportunity to educate all of the SJHS students equitably. The students will contribute with good
attendance, positive attitude, and diligence. Counselors contribute by guiding the students on a
four-year plan and meeting with them often for personal/social, academic and career topics. The
counseling department is in tune with the students’ needs and they serve as a liaison between the
teachers and the students. The administrators are the leaders of the institution. If students
perform well or perform poorly, the administration is the stakeholder group who is held
accountable. The school board, that is made up of community members, parents, alumni and
administrators, advise and assist in decision making, along with other stakeholder groups in the
school.
8

Stakeholder Group for the Study
Although a complete analysis would involve all stakeholder groups, for practical
purposes, teachers are the stakeholder group for this study. Teachers were chosen as the
stakeholder group of focus because they spend the most time with the students and are experts in
their content. A teacher has the power to take on a dual role as teacher-tutor and/or teacher-
mentor. Further, teachers have completed a higher education degree that reinforces scaffolding,
differentiation, inquiry, and the importance of meeting students where they are. Therefore, the
teacher stakeholder group holds the most power to create change with the proper support and
resources.
Purpose of the Project and Questions
The purpose of this project was to conduct a needs analysis in the areas of knowledge and
skill, motivation, and organizational influencers necessary to reach the organizational
performance goal. The analysis began by generating a list of possible needs and then examined
these systematically to focus on actual or validated needs. While a complete needs analysis
would focus on all stakeholders, for practical purposes, the stakeholder focused on in this
analysis is teachers. The research study sought to answer the following three research questions:
1. What is the teachers’ knowledge related to African American male students meeting
graduation requirements and the California State University admission requirements
thus narrowing the Black/White achievement gap?
2. What is the teachers’ motivation related to the African American male students
meeting graduation requirements and the California State University admission
requirements thus narrowing the Black/White achievement gap?
9

3. What is the interaction between organizational culture and teachers’ knowledge and
motivation related to African American male students meeting the graduation
requirements and the California State University admission requirements thus
narrowing the Black/White achievement gap?
Methodological Framework
Clark and Estes’ (2008) gap analysis, a systematic, analytical method that helps to clarify
organizational performance goals and identify the gap between the actual performance level and
the preferred performance level within an organization were adapted for the needs analysis.
Assumed knowledge, motivation, and organizational needs were identified based on related
literature and personal experience in the organization. These needs were validated by using
interviews, observations, literature review, and document analysis. Research-based solutions
were recommended and evaluated comprehensively.
Definitions
Advanced Placement (AP): the placement of a student in a high school course that offers
college credit if successfully completed.
Athletic eligibility: In order to be eligible, any student entering from the 8th grade into a
California Interscholastic Federation four-year high school, a junior high, or a junior high under
the provisions of Bylaw 303, must have achieved a 2.0 grade-point average on a 4.0 scale in
enrolled courses at the conclusion of the previous grading period.
California State University (CSU): A public university system in California.
Equity: Fair outcomes, treatment, and opportunities for all students.
Scholastic Assessment Test (SAT): a standardized test widely used for college admissions.
10

University of California A-G: The A-G / College Entrance Requirements are a sequence
of high school courses that students must complete (with a grade of C or better) to be minimally
eligible for admission to the University of California (UC) and California State University
(CSU). They represent the basic level of academic preparation that high school students should
achieve to undertake university work.
Organization of the Study
Five chapters are used to organize this study. This chapter provided the reader with the
key concepts and terminology commonly found in a discussion about the African American male
achievement gap at SJHS. The organization’s mission, goals, and stakeholders, as well as the
initial concepts of gap analysis adapted for the needs analysis, were introduced. Chapter Two
provides a review of current literature surrounding the scope of the study. Topics consist of the
history of the achievement gap, parent, and community involvement, risk factors, academic
needs, and comprehensive support services. Chapter Three’s central purpose is the methodology
used for the study. It details the sampling strategy, the qualitative data collection method,
trustworthiness, credibility, ethics, limitations, and data analysis. In Chapter Four, the data and
results are assessed and analyzed. Chapter Five provides solutions, based on data and literature,
for addressing the needs and closing the performance gap, as well as recommendations for an
implementation and evaluation plan for the solutions.
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CHAPTER TWO: REVIEW OF THE LITERATURE

This chapter reviews literature related to the Black-White Male achievement gap in K-12
schools in the United States. First, there is an overview of the history of African American
education. The next sections focus on parent and community involvement, risk factors, academic
needs, and comprehensive support services. The chapter concludes with a gap analysis of the
specific knowledge, motivational, and organizational influences that the teachers should address
to support the achievement of the organizational and stakeholder goal and the experience of
African American male students at the institution.
History of African American Education
The achievement gap between African American males and White males has been
persistent and widespread through decades. African American males have experienced
segregation in schools for more than 100 years. The U. S. Supreme Court ruling of Brown vs.
Board of Education in 1954 was the beginning of racial desegregation in public schools.
Although this case did not end segregation, it fueled the Civil Rights Movement and eventually
the Civil Rights Act of 1964. In 1964, the U.S. Congress allowed the U.S. Department of
Education two years to produce a report that proved the inequalities of educational opportunities
in U.S. schools. James S. Coleman (1966) led a study of 3,000 schools, consisting of 6,000
children in grades 1, 3, 6, 9, and 12 across the United States. Coleman and his team interviewed
students, teachers, administrators, and superintendents. Students were also given a battery of
ability and achievement tests. Coleman (1966) found:
Taking all these results together, one implication stands out above all: That schools bring
little influence to bear on a child’s achievement that is independent of his background and
general social context; and that this very lack of an independent effect means that the
12

inequalities imposed on children by their home, neighborhood, and peer environment are
carried along to become the inequalities with which they confront adult life at the end of
school. (p. 325)
Currently, an African American student’s background, home life, neighborhood, and peer
environment continue to contribute to the African American male and White male achievement
gap. Sixty-four years later, much of the power is in the hands of the states. In fact, states have so
much power that it is similar to the power the states held in the 1960’s (Heise, 2017).
In 1965, the Elementary and Secondary Education Act (ESEA) was signed into law.
This was a historical time for education. The original goal of the law, which remains today, was
to improve educational equity for students from lower-income families by providing federal
funds to school districts serving poor students (Casalaspi, 2017). A formula was created and Title
money was distributed based on the formula. However, accountability now played a major role
in school districts to be sure that the funds were allocated correctly and the students were
improving. Accountability measures began then and continue today. ESEA has been
reauthorized eight times since 1965, most recently in 2015 when No Child Left Behind was
revamped and renamed the Every Student Succeeds Act (ESSA). Each reauthorization has
brought changes to the program. Unlike its predecessor, the No Child Left Behind Act, ESSA
does not prescribe the interventions for these schools. Instead, the new law gives states more
flexibility, recognizing that school circumstances differ (Darling-Hammond, 2016).
ESEA’s name and program details changed in 2002. Effort was made to reform education
and improve graduation rates from 2002-2015, when the U.S. Congress enacted No Child Left
Behind (NCLB). NCLB was created to ensure that all children could obtain a quality education.
Thompson (2012) studied African American students at an underperforming school to illustrate
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the failing NCLB act. Sixty percent of African American students felt school was not preparing
them for the real world compared to 50% of White students. African American students were
twice as likely as White students to admit they were not taking school seriously. Furthermore,
eight years after the implementation of NCLB, one of the most significant indicators that NCLB
had failed was that many African American students did not receive a quality education and high
school graduation rates validated this. In the 2009-2010 school year, New Jersey was the only
state with a significant Black male population with a greater than 65% high school graduation
rate (Thompson & Allen, 2012). In addition, the Schott 50 State Report on Public Education and
Black Males (2012) found that out of the 48 states reporting, Black males were the least likely to
graduate from high school in 33 states. In the ten lowest performing states, the Black- White
graduation gap was 16%-43% and the Black-White achievement gap was 17%-22% (Schott
Foundation for Public Education, 2010).
President Barack Obama signed the Every Student Succeeds Act (ESSA) into law in
2015. ESSA replaced NCLB and took more control out of the hands of the federal government
and shifted power to the state and local level. ESSA requires the use of multiple measures of
student success for monitoring learning and improvement opposed to using a standardized test
only to measure teachers’ or schools’ success (Darling-Hammond et al., 2016). The 2016
national high school average graduation rate for White students was 88% and for Black students
was 76%, which proves that although there is still a 12% gap, progress was made during the
2015-2016 school year when the newest reform effort, Every Student Succeeds Act (ESSA), was
signed (NCES, 2016).
The attempt to create equitable schools across the nation began in 1965 and continues
today. For 54 years, the federal government and state governments have worked to provide
14

educational opportunities for lower-income students. However, the African American male and
White male achievement gap continues to persist.
Parent Involvement/Engagement, Risks, and Community

Parent Involvement

Parent involvement has significant influence on the academic achievement of African
American males in grades P-12 (Dotterer & Wehrspann, 2015; Graves, 2008; Jeynes, 2012; Joe
& Davis, 2009; Ma et al., 2015; Wu & Qi, 2006). The evidence of the benefits to students of
family engagement in their education is so strong that parent involvement is federally mandated.
Districts receiving Title 1 funds must reserve at least 1% of those funds for parental involvement
and engagement.
Home-school connection, behavioral involvement, and home supervision are all key
components of parent involvement. For children in the early developmental period, they are
likely too young to be able to tell their parent what they need when it comes to school. Without
an active plan for involvement, a parent can only react to his/her child’s academic or behavior
problems as they occur, thus causing his/her student to possibly fall behind his/her peers. Pre-
school through third grade is a crucial time for a child’s academic and social development. The
research suggests the importance of center-based childcare before entering kindergarten.
Socioeconomically disadvantaged children can increase their school readiness by attending a
quality pre-school program. In addition, with early parent involvement, a parent has the
opportunity to be sure his/her child is performing at grade level, thus setting the stage for the
child’s later schooling years.
Parental involvement in secondary schooling years is different than elementary school.
Older children are able to articulate their educational needs to parents more clearly so a parent
15

can develop a plan of action for involvement. Parental involvement in education is linked to
urban early adolescents’ academic competence and achievement. Additionally, parental
participation enhances the relationship between parents and teachers, which positively affects
grades. A student’s teacher may have a significant amount of knowledge to share with a parent
about the student’s performance. Jeynes (2012) argues that it is apparent that parental
involvement initiatives that involve parents and their children reading together, parents checking
their children’s homework, parents and teachers communicating with one another, and partnering
with one another have a noteworthy relationship with academic outcomes.
Parent Engagement Strategies
A home-school partnership is a crucial component of academic achievement for African
American males and it can present in many different ways. Parental engagement is often
described in terms of involvement in school-based activities and home-based activities. School-
based activities are the activities a parent attends at the school to engage with the student or the
school community, and home-based activities are activities the parent engages in at home with
the student. For example, a school-based activity is volunteering in the classroom and a home-
based activity is assisting with homework. To the extent that parents perform these activities,
they are considered by the school to be engaged (Crea et al., 2015; Georgis et al., 2014; Hill et
al., 2004; Howard & Reynold, 2008; Jeynes, 2012; Latunde, 2018.) African American parents
want to be involved in their child’s schooling in some capacity, but are often unsure of what to
do to create the engagement. It is imperative for the school to reach out to the families to create
opportunities, big or small, for engagement.
According to Latunde (2018), strategies that can be used to engage parents and aid them
in navigating their child’s education is the use of networks. Networks can consist of parent
16

advocates, church leaders, friends, family members, or professionals in the community. In
addition, participation in decision making is another strategy that engages parents. This can be
done through surveys, phone calls, emails, face-to-face meetings, or board meetings. African
American parents want to be heard. Often times, their perspectives are ignored and are not given
enough consideration. This makes marginalized parents feel silenced. Parents can also volunteer
for parent clubs, field trips, or school councils to be visible and heard. African American parents
want access to data and are not sure where to get it. Parent advocates can direct parents to
teachers, counselors, and administrators to obtain the data they are seeking. The development of
a relationship with their student’s teacher is an important component of parent engagement.
Risks Factors and Parents
Early adverse childhood events (ACEs) are strong predictors of a child’s behavioral,
physical, and mental health outcomes (Brennan et al., 2012; Fantuzzo et al., 2012; Flaherty et al.,
2013; Shonkoff & Garner, 2011; Thompson et al., 2015). ACEs can be defined as abuse, neglect,
and/or household dysfunction. ACEs, particularly recent ones, show an impact on health as early
as 12 years old (Flaherty et al., 2013). Chronic ACEs affect physical health in emerging
adulthood. Reducing exposure to ACEs and early mitigation of effects will have lasting and
widespread health benefits for the child.
Due to ACEs causing toxic stress in the brain, the following effects should be considered.
Behavioral effects of ACEs include smoking, alcohol abuse, drug abuse, and missing school.
Physical and mental effects include obesity, depressions, attempted suicide, diabetes, STDs,
stroke, cancer, lung disease and heart disease. Behavioral, physical, and mental health effect a
student’s academic achievement (Flaherty et al., 2013; Shonkoff & Garner, 2011).
17

Fantuzzo (2011) finds that African American boys are at significantly higher rate for
reading and math underachievement as the number of risks increase. African American boys
performed significantly lower on both reading and math achievement tests at the end of third
grade if they were maltreated or born to a mother who did not graduate from high school. Fifty-
six percent of Black males are raised by only their mother and 69% of their mothers have less
than a high school diploma. Twenty percent of Black families in the U.S., on average, live in
poverty with states in the South and New York averaging 30%. One in three Black males born in
the year 2001 will go to prison in their lifetime. African American males have an increased
chance of experiencing ACEs (U.S. Census, 2016). If teachers have knowledge of a student’s
background, they may empathize with the student and build a meaningful connection.
Community and Parents
Social capital, parenting in high risk neighborhoods, and how families manage risks for
their children are important community factors to consider for African American males (Cook,
2002; Furstenberg, 2005; Lareau, 2011; Richardson et al., 2014). Family members, friends,
neighbors, and community institutions are resources of social capital which African American
parents can utilize in raising their children. However, seeking these resources is a timely task for
parents. Parents work diligently to find community resources and are sometimes unsuccessful.
Parents work long hours and care for multiple children which results in limited supervision of
children (Furstenberg, 2005).
Richardson et al. (2014) argues that parents feel defeated and sometimes turn to the
juvenile court system for help. It is better to do nothing in the way of an intervention than to
‘lock the child up.’ Exposing the child to the juvenile court system has severe implications for
adult incarceration. Living with extended family is a positive strategy for parents. Furthermore, it
18

is common practice in the African American community for mothers to send their sons to live
with an extended family member in a safer community with better schools. Mothers also use
non-biological fathers, also known as social fathers, to act as male role models for their sons.
They seek out uncles, grandfathers, older cousins, godfathers, basketball coaches, and football
coaches to fill this role. The use of social fathers aids in the healthy development of African
American boys. Developing a strong connection with a teacher can have the same effect as a
social father.
African American Males’ Academic Needs

Pedagogy and Teachers

The use of culturally responsive pedagogy (CRP) has a positive impact on the social,
cultural, and academic achievement of African American students (Gay, 2010; Ladson-Billings,
2009; Milner, 2015; Ukpokodu, 2011; Wiggans & Watson, 2016). CRP has been defined as an
approach to teaching that uses students’ cultural knowledge as a means to facilitate the teaching-
learning process. CRP successfully supports learning for all students, including urban and low-
income students. From a sociocultural understanding of mind, and in order that all students from
diverse cultural backgrounds make progress in their learning, it is essential that schools “teach to
and through the strengths” of their students by “[…] using the cultural knowledge, prior
experiences, frames of reference, and performance styles of ethnically diverse students to make
learning encounters more relevant to and effective for them” (Gay, 2010, p. 31). Pedagogical
challenges can arise when activities and practices of the school differ considerably from those in
students’ homes and communities, and where teachers have little or no understanding or
appreciation of those home and community activities.
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In a culturally inclusive classroom, students need to find relevant connections among
themselves, teachers, and most importantly, with the curriculum. Educators can engage in self-
reflection and develop historical knowledge about marginalized groups that challenge and
disrupt dominant ideologies (Marrun, 2018). To further aid in this process, educators can gain
awareness about their own biases and how they privilege certain names over others. Strategies
used to challenge naming biases are: (a) emphasize correct pronunciation and writing students'
given names as a classroom practice; (b) engage students in language and literacy activities that
explore written names and their spelling, name origins, family naming traditions, and the
importance of names to cultural identity; (c) capitalize on "teachable moments" when questions
or conflicts arise surrounding names; and (d) integrate critical discussions of multicultural
literature that features names and identity into language arts and other curricular activities.
Farinde-wu et al. (2017) identify four characteristics of a culturally responsive teacher:
(a) reflective about their beliefs and attitudes about other cultures, (b) reflective about their own
cultural frames, (c) knowledgeable about other cultures, and (d) empathic. Furthermore, studies
of successful culturally responsive teachers find that those teachers have developed a critical
awareness of their role as change agents, they build meaningful relationships with students, and
let student interests drive the curriculum. Although K-12 teachers are encouraged to enact
culturally responsive teaching, such teaching is often missing or glossed over in teacher
preparation programs and across college classrooms. However, the contribution of a culturally
responsive teacher is crucial for the academic success of African American males.
. Activating prior knowledge is emphasized in various forms of teaching. Research clearly
underlines that for learning to occur, new information must be integrated with what the learner
already knows (Rumelhart, 1980). Providing students with strategies to activate their prior
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knowledge base or to build a base if one does not exist is supported by the research (Best, Floyd,
& McNamara, 2008; Cervetti & Hiebert, 2015; Christen & Murphy, 1991; Hattan & Dinsmore,
2019; Marlieke, Krabbendam, & Meeter, 2018). A strong base of relevant prior knowledge
supports students’ reading fluency, accuracy, memory, and comprehension.
Marlieke et al. (2018) argue that reactivation of prior knowledge during learning of new
information results in stronger association of new information with existing knowledge
networks. Findings stress the necessity for a curriculum where knowledge is slowly expanded,
and previously learned information is often revisited to allow strong knowledge networks to
form. Teachers should spend time modeling and teaching students how to activate their prior
knowledge while reading texts on their own (Hattan et al., 2019). Teachers may want to consider
students' developmental levels, as well as text difficulty, when determining to what extent they
should assist or prompt students to activate their prior knowledge. Additionally, teachers should
be aware that higher frequency of purposeful prior knowledge activation seems to be associated
with highly competent readers. Simple strategies teachers can use to activate prior knowledge
include: (a) inventory, (b) familiarity check, (c) KWL, (d) background knowledge quiz, (e)
comparative organizer, (f) concept map, (g) five senses chart, and (h) reflection journals.
Activating prior knowledge and building schema is a significant piece of increasing academic
achievement for African American males.
African American Male Teachers
African American male teachers’ understanding of African American male students’
social and educational needs shape their pedagogical performance (Bell, 2014; Brown, 2009;
Goings, 2016; Lewis, 2006; Pabon et al., 2011). African American male teachers use a multitude
of strategies to address educational and social conditions of African American male students.
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African American male teachers see themselves as change agents and feel they have a great
responsibility to act as positive role models. Additionally, they feel “the Black man’s burden”,
the idea that they represent their entire race. However, they believe their identity as Black men
provides an opportunity to relate to students in a deep and meaningful way.
African American students constitute approximately 17% of the public-school
population, while African American male teachers constitute 2% of the teaching force.
African American males feel a cultural mismatch with the majority of their teachers and feel
their teachers are prejudiced against them. With such a shortage of African American male
teachers, it is not only important to cultivate Black male teachers but is also important to train the
majority White teaching force on how to best support and teach African American males. All
teachers should encourage Black male youth to consider entering the teacher workforce.
Research studies of Black male teachers indicate that they joined the teaching profession because
they believed they could help promote social change for the African American community.
Course placement. Tracking African American male students in U.S. schools is
associated with the Black-White achievement gap (Chambers, 2009; Miller, 2018; Southworth &
Mickelson, 2007; Yonezawa et al., 2002). In a tracking system, the entire school population is
assigned to classes according to whether the student’s overall achievement is above average,
normal, or below average. Students attend academic classes only with students whose overall
academic achievement is the same as their own. Although many high schools in the U.S. do not
have a formal tracking policy, typically, distinct levels of tracks can be identified. Many of these
students believe they deserve the placement they receive. Normalization of separation occurs at
an early age for these students. Furthermore, attending a racially imbalanced school affects a
student’s chance of enrolling in college-prep tracks. However, it is common for racially balanced
22

schools to re-segregate students by way of tracks. The findings suggest diverse learning
environments offer better and more equitable opportunities. De-tracking will open the doors so
that all students regardless of race, class, or parental influences, have the opportunity to succeed.
Furthermore, African American male students will have the opportunity to be exposed to a wider
range of teachers.
Access to AP. African American students are underrepresented in Advanced Placement
(AP) programs and achieve significantly lower scores on the Advanced Placement Examination
than any other subgroup (Davis et al., 2013; Jeffries & Silvernail, 2017; Rodriguez & McGuire,
2019; Walker & Pearsall, 2012). Given the persistent race-based differences in AP participation,
researchers argue that increasing the number of AP course offerings is insufficient for increasing
the participation of Black students. Increasing the number of courses is a start, but more has to be
done. Comprehensive counseling services, on campus summer AP skills trainings, and the
development of relationships with AP teachers have motivated African American male students
to take an AP course and have also increased their scores.
Jeffries and Silvernail (2017) argue that African American males who take AP courses
together are a support system for one another. However, African American male students
encounter barriers other than the number of courses being offered in their school. Some of the
barriers they face are perceived course rigor, peer/parent influences, cultural identity, and the
instructional strategies being used by AP teachers. The student participants articulated in their
study a specific decision to select lower track classes because they perceived them as easier.
Most students who choose AP have a network of support and encouragement including parental
influence and friends who take AP classes to lower the fear associated with demanding
coursework. In addition, the participants understood the culture of inclusion in advanced
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placement course material that begins as early as elementary school and their exclusion from that
elevated academic space relegated their self-perception of their academic worth to a lower status.
Whether good or bad, a teacher’s involvement with students can make a significant impression.
Successful university students cited interactions with high school teachers as an important factor
influencing their motivational levels and persistence to matriculate at the honors level (Siegle,
Rubenstein, & Mitchell, 2014).
Although African American males qualify for AP or Honors courses, some simply elect
to not take the courses because of the barriers they face. Equitable access to rigorous coursework
such as AP in high school can begin to address the stratification issues found in college
admissions. It is critical for AP and Honors teachers to encourage and prepare underrepresented
students to take an advanced course.
Comprehensive Support for African American Males
Linked Learning and Mentorships

Teachers must commit to an integrated, systemic teaching approach involving
collaboration with various stakeholder groups to engage all learners and improve student
achievement (Farnan et al., 2014; Hubbard & McDonald, 2014; Saunders & Chrisman, 2011;
Zavadsky, 2016). Researchers argue that in most classrooms in the U.S., the curriculum is being
delivered to students in straight rows, by teachers through a lecture. Linked learning focuses on
project-based learning and developing the soft skills needed for the real world. Linked learning
will help to meet the learning needs of a diverse student population and respond to society's need
for a productive workforce and engaged citizens.
Researchers note the importance of an extensive training program for teachers who are
part of the Linked Learning initiative (Farnan et al., 2014). Furthermore, eight universities in
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California have included Linked Learning as part of the teacher education program curriculum
for students seeking a California credential. Findings suggest that teachers from that program
feel well prepared in lesson planning, using multiple teaching strategies, reflecting critically on
their own teaching, and they feel prepared to support students’ problem solving and critical
thinking skills. In addition to linked learning teaching practices, there are also student pathways.
The goal of linked learning pathways are: (a) Preparing students for postsecondary education and
career, leading students to full range of postsecondary opportunities; (b) connecting academics to
real-world applications; and (c) improving student achievement. With extensive training,
teachers will have the capacity to aid students, including African American males, and engage
them in a personalized learning process that will result in improved academic achievement.
Mentoring. Culturally responsive mentoring programs foster academic success and
achievement for African American male youth (Rhodes & DuBois, 2006; Gordon et al., 2009;
Mitchell & Stewart, 2012; Utsey et al., 2003; Washington et al., 2017). Several scholars have
highlighted that an Afrocentric worldview should be incorporated in mentor programs.
Mentoring should connect self-identification with academic success, expect Black male student
achievement, but also celebrate it, foster self -pride, teach skills to the mentee that the mentee
can teach others, integrate Afrocentric pedagogy, and explore the student’s ethnic/cultural
heritage with him (Gordon et al., 2009). Several same race and gender mentor-mentee matches
have revealed greater benefits related to academic competence and feelings of self-worth than
cross-race matches (Washington et al., 2017). For a mentoring program to be effective, there
should be a consistent mentor for a minimum of a one-year time period. Termination of the
mentorship before six months can have negative effects (Rhodes & DuBois, 2006). In a school-
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based mentoring program (SBM), the mentor can act as a support for the mentee’s teacher and
can effectively communicate with the teacher to promote academic achievement.
Counseling Consultation and Tutoring
School counselors consult with teachers to facilitate student achievement and to promote
equity (ASCA, 2012; Cholewa et al., 2016; Gysbers & Henderson, 2012). The compounded
effect of school counselor-teacher consultation can result in teachers acquiring knowledge, skills,
and awareness to facilitate classroom challenges more effectively (Brown et al., 2011; Stone &
Dahir, 2016). By consulting with teachers and equipping them with new skill
sets, school counselors can potentially impact all students in those teachers’ classes (Stone &
Dahir, 2016). A strong counselor-teacher relationship prior to consultation could
increase teachers' willingness to consult. The counselor-teacher consultation has the ability to
positively affect African American males’ academic achievement and social/emotional
development. Furthermore, the teacher will have acquired new knowledge, skills, and awareness
that will facilitate any classroom challenges that may present for African American males.
Tutoring. African American males have the opportunity to have increased academic
outcomes if they have access to small group high dosages of school-based tutoring programs
(Dobbie & Fryer, 2013; Falk-Ross et al., 2017; Klem & Connell, 2004; Rothman & Henderson,
2011). High dosages of small group tutoring is defined as six or less students, meeting four times
a week. The tutor-tutee relationship is significant. Rothman and Henderson (2011) suggest that if
the student perceives that the tutor cares about him, he is more likely to engage and achieve.
School-based tutors are more effective than tutors who are sent from the district. School-based
tutors have easy access to parents and teachers and the students are more likely to connect with a
tutor who is from their campus. The opportunities afforded through tutoring and personal
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connections with students of diverse backgrounds are an important part to teaching in
classrooms. Therefore, teachers and African American male students can both benefit from an
after-school tutoring program.
Clark and Estes Gap Analysis Conceptual Framework
The Clark and Estes (2008) gap analysis was the conceptual framework used for this
study. The framework includes the knowledge, motivation, and the organizational culture factors
that are imperative for accomplishing goals and implementing change in an organization. For this
innovation study, the KMO influences were used to address the African American male
achievement gap at St. John’s High School through the lens of a teacher.
Stakeholder Knowledge and Motivation Influence
Knowledge and Skills
The literature reviewed in this section focuses on knowledge-related influences that are
crucial to increased academic achievement for African American males. The four knowledge and
skills influences are focused on in this review are factual, conceptual, procedural, and
metacognitive (Anderson et al, 2001). Factual knowledge is the basic elements students must
know to be acquainted with a discipline or solve problems. Conceptual knowledge is the
interrelationships among the basic elements within a larger structure that enable them to function
together. Procedural knowledge is how to do something, methods of inquiry, and criteria for
using skills, algorithms, techniques, and methods. According to Flavell (1979):
In any kind of cognitive transaction with the human or non-human environment, a variety
of information processing activities may go on. Metacognition refers, among other things,
to the active monitoring and consequent regulation and orchestration of these processes in
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relation to the cognitive objects or data on which they bear, usually in service of some
concrete goal or objective. (p.232)
The following table outlines assumed knowledge influences and knowledge types for this
study.
Table 1
Knowledge Influences
Knowledge Influences Knowledge Types
Teachers need to know how to activate/assess
a student’s prior knowledge and teach
conceptual knowledge to fill the gaps.
Procedural, Conceptual
Teachers need to know how to employ
strategies that assist them in learning and
implementing Culturally Responsive
Pedagogical practices.
Metacognitive, Procedural
Teachers need to know how to gain
information about a student’s
family/schooling history.
Procedural
Teachers need to know how to effectively
communicate with parents/guardians.
Procedural

Motivation
Motivation is defined as “the process whereby goal-directed activity is instigated and
sustained” (Schunk et al., 2009, p.4). The literature reviewed in this section focuses on
motivation-related influences that are crucial to increased academic achievement; specifically,
the increase of GPA and SAT scores that results in 100% CSU college acceptance rate for
African American male high school students and a narrowing of the achievement gap. Teachers
need to believe they can succeed at shifting to culturally responsive pedagogy in their classroom.
Teachers need to expect and believe African American males can meet the criteria to be accepted
to a four-year university and they should value the narrowing of the Black/White achievement
gap. Motivation consists of starting a task on time, persisting in the task, and exercising mental
28

effort in the task. Motivation is crucial because it is a psychological mechanism required to reach
goals and increase performance. Intrinsic motivation is important for teachers to complete their
goals. Intrinsic motivation is an energizing of behavior that comes from within an individual, out
of interest for the activity at hand. No external rewards are required to incite the intrinsically
motivated person into action. The reward is the behavior itself.
Self-efficacy theory. Bandura (2000) argues that unless teachers believe they can
produce desired effects and prevent undesired ones by their actions, they have little incentive to
act. Self-efficacy reflects confidence in the ability to exert control over one’s own motivation,
behavior, and social environment. Teachers need to believe they can implement culturally
responsive pedagogy effectively with their students. Efficacy beliefs effect the way people
think, the courses of action they take, the goals they set, effort on tasks, perseverance, and
resilience. Bandura (1997) argues that people motivate and guide their actions partly by their
beliefs of personal efficacy. Seghal et al. (2017) notes that collaboration among teachers and
principal’s leadership positively influence and build teacher self-efficacy. Furthermore, self-
efficacy impacts teacher effectiveness. Teachers with high self-efficacy, assessed by optimism,
engagement, and strain, have long-term instructional quality. The teachers have a supportive
classroom climate, effective classroom management, and activate cognition (Künsting et al.,
2016). Teacher self-efficacy has the ability to aid in African American male achievement.
Expectancy value theory. Eccles (2006) argues that the expectancy value model is
reduced to two fundamental motivational questions: Can I do the task and do I want to do the
task? A teacher needs to ask himself/herself these two questions before beginning the task.
Teachers may ask, can I help a below grade level student earn a C or better in my class? Do I
value helping a below grade level student earn a C or better in my class? Wigfield et al. (2006)
29

notes that a yes answer to the first question around the ability to do a task predicts better
performance and motivation to select a more challenging task. Additionally, a teacher’s full
engagement in the task requires a desire to want to do the task.
Eccles (2006) argues that the perceived value of the task is determined by four related
constructs. Attainment value confirms or disconfirms something important to self-schema.
Intrinsic value is a subjective interest or enjoyment. Utility value is usefulness to meeting future
goals. Cost belief is the perceived effort required, including emotional investment and loss of
time and energy. Problems a teacher may face when implementing task values are to not start the
task, see no importance in it, and there is no personal benefit in completing the task.
Furthermore, the question “Can I do the task?” is the expectancy component. The question “Do I
want to do the task?” is the value component. If a teacher answers no to the expectancy
component, they will be unlikely to engage in the process. Even if a teacher answers yes to the
expectancy component, it is important to note that the teacher may not have a desire to do the
task. The following table lists the assumed motivation influences and associated theories.
Table 2
Motivation Influences
Motivation Influence Motivation Theory
Teachers need to feel confident in their task
knowledge related to implementing
Culturally Responsive Pedagogy in the
classroom.
Self-efficacy
Teachers should value their tasks and be
motivated to teach, tutor, and give extra
support to students in order to help them
qualify for college.
Expectancy value

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Organization
General theory. Schein (2004) argues that while entrenched culture can be seen as
stable, it is an adaptive culture that prepares an organization for a more diverse, ever changing
world. The culture of an organization can be examined based on the cultural settings and cultural
models that exist in it. In a cultural model, there is a shared mental schema. There are behavioral,
cognitive, and affective components. There is a shared way of thinking so familiar that it may be
invisible to those who are part of the model. One may refer to a cultural model as the way things
are. Cultural models develop over time (Gallimore & Goldenberg, 2001). In a cultural setting of
an organization, familiar things are taking place. Cultural settings can be physically viewed,
observed, or studied. A cultural setting is when two or more people come together, over time, to
accomplish something (Schein, 2004). Gallimore and Goldenberg (2001) argue that cultural
settings and models are a logical and practical approach for some of the most serious challenges
facing schools. The following section will examine the literature related to SJHS organizational
cultural models and settings.
Cultural settings and models. Cultural models cannot be seen physically, but are
difficult to change if they have been in place for many years. The cultural model focused on is
the organization’s messaging. This refers to the messaging from top leadership to other leaders,
teachers, and staff. Teachers need to feel connected to a common purpose in a school to be more
engaged and effective. Without a clear, shared message, issues of clear and consistent messaging
will surface. A school’s mission and vision statement should be known, believed in, and lived
out by the teachers. Doing this bonds the school community and strengthens the work of the
teachers (Bolman & Deal, 2013).
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Sarason (1972) defines a cultural setting as “whenever two or more people, come
together, over time to accomplish something” (p. 10). Four cultural settings identified for this
study include professional development, academic resources, counseling services, and parent
engagement. These cultural settings will contribute to African American male achievement at
SJHS. Table 3 highlights the assumed organizational influences and cultural models/settings.
Table 3
Organizational Influences
Organization Influences Cultural models/settings
The organization needs school counselors to
work closely with teachers and also provide
comprehensive counseling services
(personal/social, college, and career) to African
American males.
Cultural setting
The organization needs resources devoted to
mentoring, free subject tutoring, skills tutoring,
SAT prep, AP and Honors prep, and summer
academic boot camp for African American males
offered by highly qualified teachers.
Cultural setting
The organization needs to create a parent
engagement plan targeted at African American
families.
Cultural setting
The organization needs to offer professional
development training to teachers on culturally
responsive pedagogy, assessing knowledge, and
best teaching practices for working with students
with knowledge gaps and lack of motivation.
Cultural setting
The organization needs to deliver a clear and
consistent message and also believe in it.
Cultural model

Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context

The purpose of a conceptual framework is to explain key concepts of your research in a
narrative form and a graphic form. A conceptual framework refines concepts, defines literature,
32

and helps determine a data collection method. The analytical tool helps organize ideas and is
easy to remember and apply. Furthermore, it can be descriptive or causal (Maxwell, 2013).
Although each of the potential knowledge and motivation influencers are independent of
each other, it is recognized that they do not remain in isolation. The knowledge, motivation, and
organization all interact with each other in some capacity. The following narrative illustrates how
the organization and stakeholder group interact with the knowledge/skills and motivation
influencers in relation to the organizational goal.
The organization in the study is a high school and the stakeholder group is high school
teachers. There are five parts to the organizational model and setting. The five parts include clear
and consistent messaging, professional development, parent engagement, counseling services,
and academic resources. The organization needs to provide professional development to teachers
to reach the organizational goal. The organization needs to activate a parent engagement plan to
involve African American male parents in their sons’ education, including strong parent-teacher
communication. Comprehensive support services offered by counselors and mentors in the
organization will aid in meeting the proposed goals. Finally, academic resources including access
to tutors, programs, and courses will also contribute to the goals. The organizational context
interacts with stakeholder knowledge and motivation. The organization is the backbone for the
teachers. It is the responsibility of the organization to provide necessary resources to teachers to
increase student achievement.
The teacher must have knowledge of the student’s background, including his family and
educational background. The teacher should be aware of the student’s prior school, knowledge in
the subject and his test scores, including reading and math level, to meet him where he is
33

academically (Mayer, 2011). The counselors in the organization can aid teachers in this process.
Counselors provide comprehensive support services to not only students, but also teachers.
Moreover, the organization needs academic resources devoted to the achievement gap.
The stakeholders’ knowledge and motivation interact with this cultural setting immensely. The
resources that the organization can provide include professional development to the teachers in
the knowledge area of pedagogy and assessment. Further, the resources develop a teacher’s self-
efficacy. Collaborating with other teachers not only increases student achievement (Gallimore &
Goldenberg, 2001), but also has the potential to increase self-efficacy by lowering anxiety levels
and receiving immediate feedback from peers (Pajares, 2006). Moreover, tutors and mentors can
work as collaborators with the teacher and offer feedback and support regarding student
academic progress. The parent engagement plan will bridge a gap between teacher and parent.
Parent-teacher communication plays a key role in increasing student achievement.
If the leadership team holds the organization and stakeholder group accountable for the
knowledge, motivation, and organizational (KMO) influencers, the teachers may see value in the
goal because of the accountability measure (Clark & Estes, 2008). Also, if leadership is
modeling the behavior associated with the goal and providing stakeholder feedback, it will
increase teacher self-efficacy (Pajares, 2006). The stakeholders’ knowledge and motivation
interact with this cultural model. The organization is demonstrating a commitment to the
achievement gap through interacting with the stakeholder motivation factor: expectancy value
cost belief. The perceived effort for the organization and stakeholder includes emotional
investment, time, and energy (Eccles, 2006).

34

Figure 1. Conceptual framework.
The name of the organization, SJHS, is listed at the top of the large circle. The name of
the organization is listed on top because without the organization, nothing else exists.
Underneath the title of the organization is the cultural model (clear and consistent messaging).
This organizational influence is referencing the school’s mission, vision, integral school
outcomes, and philosophy. The cultural model is placed on top and intersects with the
stakeholders and the proposed goal. The messaging needs to be clear and consistent throughout
the organization. Underneath are four cultural settings that may improve the organization and aid
in meeting the goal. The areas are listed as professional development, academic resources,
counseling services, and parent engagement. Each of the cultural settings intersect with the
organization, as well as the teacher stakeholder group. Furthermore, both of those circles
35

intersect with the proposed goal. The middle circle intersects with the organization and the goal.
Within that circle, the stakeholder group is listed. The stakeholder group is teachers. Underneath
teachers, the words knowledge, skills, and motivation are written. They are written because these
are the assumed influences that will help the organization and teachers reach the proposed goal.
The specific knowledge influences and knowledge types are listed, as well as motivation
influences and the theories associated with them. The bottom circle states the organization’s
global goal. It is important to note that the organization and teachers must work cohesively in
order to meet the proposed goal. This is depicted in the image by the circles intersecting.
Conclusion
This innovation study examines a sample group of teachers and factors that may
intervene to narrow the achievement gap at St. John’s High School. The study seeks to identify
the resources necessary to reach the SJHS goal of 100% of African American male students
meeting the SJHS graduation requirements and the California State University admission
requirements, including A-G and SAT requirements, thus narrowing the Black/White
achievement gap. This literature review has outlined the history of African American education,
parent and community involvement, risk factors, academic needs, and comprehensive support
services. The review process has informed the identification of the assumed knowledge,
motivation, and organizational influences specifically related to the achievement of the global
goal. The knowledge influences include all four knowledge types (factual, procedural,
conceptual, and metacognitive). The motivation influences include expectancy value and self-
efficacy. The organizational influences include school culture around issues of communicating a
clear and consistent message, professional development, counseling services, parent engagement,
and academic resources. Chapter Three discusses methods for the examination.
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CHAPTER THREE: METHODS
This innovation study conducted a needs analysis in the areas of KMO to help identify
the needs to reach St. John’s High School’s organizational goal of 100% of African American
male students meeting the SJHS graduation requirements and the California State University
admission requirements, including A-G and SAT requirements, thus narrowing the Black/White
achievement gap. This study applied the gap analysis framework with an entrenched multiple
methods qualitative approach (Creswell, 2014). The multiple methods used were document
analysis, observations, and interviews. This chapter outlines the research design and
methodology, data collection and instrumentation, and summarizes the data analysis. The
questions guiding this study were:

1. What is the teachers’ knowledge related to African American male students meeting
graduation requirements and the California State University admission requirements
thus narrowing the Black/White achievement gap?
2. What is the teachers’ motivation related to the African American male students
meeting graduation requirements and the California State University admission
requirements thus narrowing the Black/White achievement gap?
3. What is the interaction between organizational culture and teachers’ knowledge and
motivation related to African American male students meeting the graduation
requirements and the California State University admission requirements thus
narrowing the Black/White achievement gap?
The three primary methods of data collection chosen for this study were document
analysis, observations, and individual interviews. It is important to work in the field conducting
document analysis and observations before conducting the interviews (Merriam & Tisdell,
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2016). Finding relevant materials is the first step in the document analysis process. Document
analysis is a systematic procedure that evolves from the topic of inquiry. Observations revealed
how the teacher acts based on his/her thoughts and feelings. Interviews are an important piece of
a qualitative study. Interviews reveal feelings, thoughts, and intentions.
Merriam and Tisdell (2016) argue that in qualitative research, the researcher is the
primary instrument for data collection and analysis. These methods provide the researcher
understanding into the way the knowledge, motivational, and organizational influences at SJHS
work together to impact the Black/White male achievement gap that results in low college
acceptance rates. The document analysis and observations focused on the teachers’ knowledge
influences and motivational influences. The interviews focused on the knowledge, motivation,
and organizational influences. The order in which the data was collected was: (a) document
analysis, (b) teacher observations, and (c) teacher interviews. Protocols are included in
Appendices A, B, and C.
Sampling and Recruitment

Participating Stakeholders

While the combined efforts of all stakeholders contribute to the increased achievement of
the organizational goal, it was important to focus on the SJHS teachers as the main stakeholder
group. Out of the 40 teachers that SJHS employees, eight teachers were chosen for the sample.
The criteria considered in choosing the eight teachers was years of teaching experience, subjects
taught, and teacher demographics. The eight participants who were chosen taught for four or
more years. The group was gender balanced; 50% male and 50% female. The race/ethnic make-
up of the interviewees is representative of the SJHS student body. Amongst the eight teachers,
the subjects taught included English, Math, Science, History, and Physical Education. There
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were two additional teachers who met the criteria listed above that could have been included if
one or two of the original eight participants dropped out of the study.
Table 4
Study Participants
Participant demographics
Participants Gender Ethnicity Years teaching
1 Female Hispanic 21+
2 Male Hispanic 11-15
3 Male White 6-10
4 Female White 11-15
5 Female Multi-Racial 21+
6 Male African American 11-15
7 Male Hispanic 21+
8 Female Latino 11-15

Sampling Strategy
A purposeful sampling strategy was used for this study. The site chosen for the study was
convenient and the teachers chosen are typical (Merriam & Tisdell, 2016). The teachers were
typical in that they are typical of a Catholic school teacher. A typical Catholic school teacher
does not a hold a California teaching credential, but holds a Master’s degree in Education. She or
he typically has only taught in Catholic schools.
The eight participating teachers’ lesson plans were collected and analyzed in the first
phase of the data collection process. The document analysis informed the observations. The
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same eight teachers were observed in their classroom. The classroom observations informed the
teacher interviews. The teacher interviews took place with each of the eight teachers in a neutral
location in the school. Each stage of the data collection influenced the data collection instrument.
Document Analysis Criteria and Rationale
Criterion 1. Unit plan analysis system. The eight teachers’ unit plans were viewed in the
Learning Management System called Canvas. The lesson plans/unit plans revealed how much
detail the teachers put in their plans, as well as the types of assessments being assigned. Parents
also have access to Canvas which reveals exactly what is taking place in the course daily. This is
a component of communication with the parent.
Criterion 2. Lesson plans/units plans requirements. The teachers were required to
include a unit title, common core standards, objectives, assessment types, duration of lesson/unit,
assignments, and student led projects. These are the minimum requirements a teacher had to
reach in order to meet the lesson plan requirement for the institution.
Criterion 3. Lesson plan/unit plans that include culturally responsive pedagogy and
differentiation. The teachers were not required to include CRP in their unit plans, but it could
have been present in some teachers’ unit plans in Canvas. It evolved through a text, project, or
discussion.
One unit of lesson plans was analyzed for each teacher. The duration of a unit varied for
teachers within a three- to five-week time period. Some teachers’ units lasted three weeks and
other units lasted as long as five weeks. In total, there were eight teachers whose unit plans were
analyzed.
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Interview and Observation Criteria and Rationale
Criterion 1. Teachers with four years or more of experience. These teachers are more
likely to use best teaching practices that support the learning of all students. Teachers in the first
two to three years of teaching are still trying to navigate their way to become an impactful
teacher. By year four, most teachers are self-efficacious and willing to engage new ways of
teaching because the overwhelmed feeling of being a new teacher has worn off. The innovation’s
introduction of Culturally Responsive Pedagogy will benefit a veteran teacher who has not been
in a teacher education program for four years and beyond since CRP has just been recently
included in teacher education programs.
Criterion 2. Teachers with diverse backgrounds. Male and female teachers and teachers
with various race/ethnic backgrounds were considered for the interviews because teachers from
diverse backgrounds may have valuable feedback and insight about their teaching methods and
the students they teach. They can leverage their diverse background to make connections with all
students and gain their trust. The teacher may include a social justice element to his/her
curriculum. Furthermore, the teacher included an element of empathy in his/her teacher-student
relationship building. Therefore, the teacher offered important insight to the interview.
Criterion 3. Teachers who teach core subject areas. Core subject teachers have the
ability to assess a student’s prior knowledge in the core subject being taught. These teachers play
a major role in an African American males meeting graduation requirements and college
admission requirements. Core subject teachers needed to know what the graduation requirements
and college admission requirements were so they could relay that to their students and bring in a
real-life connection, daily. Core subject teachers played a vital role in narrowing the achievement
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gap. Core subject teachers were valuable tutors that can prepare students for the SAT and can aid
students in subject tutoring.
The appropriate setting for the observations was identified by the researcher’s purpose in
conducting the study. There is a range of structure in observations, but for this study, the
physical setting, conversations, interactions, and subtle factors were observed in the classroom
settings (Merriam & Tisdell, 2016). The eight teachers who were observed were the purposeful
sample chosen for the study. The way the teacher activated prior knowledge and used culturally
responsive pedagogy was observed. The way the teacher engaged students and interacted with
students was also observed. Furthermore, the overall teacher pedagogy being employed was
observed. Access to the classrooms was gained by getting permission from the Principal of the
school. This was an appropriate approach because he is the teachers’ supervisor and he is the
leader of the institution. The observations took place after the document analysis.
Semi-structured interviews lasted one hour for each of the eight teachers. Eight was an
appropriate number to gain the information needed. If redundancy or saturation occurred, the
sample would have decreased. The interviews occurred after the observations and document
analysis. It was important to conduct some fieldwork before conducting the interviews (Merriam
& Tisdell, 2016).
Credibility and Trustworthiness
Qualitative research includes inherent bias (Merriam & Tisdell, 2016). The researcher
took steps to reduce inherent bias and increase credibility and trustworthiness. Credibility can be
increased in several different ways. For the purpose of this study, the researcher chose
triangulation, clarifying researcher’s bias, and member checks.
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Triangulation refers to the use of multiple methods in qualitative research to develop a
comprehensive understanding of phenomena (Patton, 1999). Documents, interviews, and
observations were used to triangulate the data. Observations, interviews, and document analysis
were used to cross check the data. For example, what a teacher told the researcher in an
interview can be cross checked by what was observed in the classroom setting that is relevant to
the phenomenon. The presence of an observer in a classroom changes things. It should be noted
that there is an opportunity for bias.
For each data source, Patton (2015) explains that triangulation increases credibility and
quality by countering the accusation that a study’s findings are an artifact of a single method or
source. Triangulation protects against researcher bias and increases the credibility of the study
(Creswell, 2009; Maxwell, 2013; Merriam & Tisdell, 2016). This is a way of assuring the
validity of research through the use of a variety of methods to collect data.
Clarifying researcher’s bias is one of the ways to increase credibility. Maxwell (2013)
discusses one of the important threats to the validity of qualitative conclusions. The selection of
data that fits the researcher’s existing preconceptions or goals is considered bias. Therefore, the
researcher will use a strategy called clarify researcher’s bias (Maxwell, 2013). This method
requires the researcher to explain all possible biases and how they will be dealt with. The
researcher reflects on their biases in the ethics section. The researcher reflected on possible
biases before, during, and after data collection. The researcher reflected on their biases before the
study through writing and discussion. The researcher wrote a reflective memorandum about their
bias. The researcher continued thinking about their thinking throughout the entire study. The
researcher continued reflection through thinking, writing, and discussing biases with colleagues
after data collection.
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During the data collection phase of the study, the researcher used a strategy called
member checks. This method required the researcher to solicit feedback on preliminary findings
from some of the people who were interviewed (Merriam & Tisdell, 2016). The researcher asked
the participants if the researcher’s interpretation of the preliminary findings was accurate. Some
participants offered feedback on wording used and aided in fine tuning the researcher’s work and
accurately capturing the participants voice. Merriam and Tisdell (2016) argue that one should
purposefully seek data that might disconfirm or challenge expectations or emerging findings to
test credibility.
The researcher is a direct supervisor of teachers at SJHS. Therefore, the researcher
enlisted the help of a CITI trained employee at St. John’s, who is not a teacher supervisor, to
conduct the interviews and observations. More information about the proxy researcher will be
mentioned in the ethics section. Even with a proxy researcher, it is still imperative for developing
credibility that participants understood that their participation in the study was confidential.
During data collection, the proxy researcher provided statements in writing, as well as verbally,
regarding confidentiality and remained committed to confidentiality throughout the process. The
written and verbal confidentiality statements increased credibility and trustworthiness, so
teachers felt safe in responding to the interview questions and teaching their classes during an
observation. (Creswell, 2014).
Overall, to increase the credibility of this study the researcher used triangulation, clarified
the researcher’s bias, and used member checks in data collection. Maxwell (2013) argues that
“validity in qualitative research is not the result of indifference, but of integrity” (p. 124). The
researcher is the instrument, which means the researcher must have sound ethics and embody
integrity.
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Ethics
A researcher must be sure that human subjects are always protected. The three ethical
principles a researcher must consider are respect for persons, beneficence, and justice. This
researcher received permission from the Internal Review Board (IRB) at the institution
sponsoring the study. Once approval was gained from the IRB, the researcher moved forward
with research (Glesne, 2011). This study employed a multiple methods qualitative approach.
The research was conducted in an organization where the researcher supervises teachers.
The researcher is the Assistant Principal of Curriculum and Instruction, which means teachers
may have felt coerced if they conducted the interviews (Merriam & Tisdell, 2016). Due to this
teacher supervisory position at the organization, the researcher did not conduct the interviews
and observations. The researcher enlisted the help of a colleague who did not hold a teacher
supervisory role and who was CITI trained. Because this individual had completed a doctorate in
education, she had conducted a qualitative study before. However, it was imperative that she
followed all of the processes that the University of Southern California required. In addition to
those processes, it was imperative that she upheld the ethical standards necessary for this study.
All of the information discussed in this section was thoroughly reviewed with the proxy
researcher.
Teacher participation in this study was voluntary. According to Merriam and Tisdell
(2016), before conducting a study, the researcher should always remind the subjects that
participation is strictly voluntary. The proxy researcher passed out the information sheets prior to
the data collection. The template was obtained from the University of Southern California’s
Office for the Protection of Research Subject’s (OPRS) Informed Consent in Human Research
Subjects’ PDF Booklet. Once the participant was done reviewing the sheet, the proxy researcher
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briefly summarized that all of the information gained in the study was completely confidential
and the data was to be stored in a password protected computer in a locked office. She
emphasized that identifying information was not linked to any data gained from the study. The
proxy researcher further explained about permissions to audio record. She only conducted audio
recordings, but it was imperative for the subject to be aware and prepared for that (Merriam,
2009). Some participants were hesitant to volunteer for this study. Therefore, they were given
time to contemplate the decision and were reminded it was strictly voluntary. Two potential
participants said no. Eight voluntary participants were still secured.
The research study included topics such as equity and access for African American male
students and improved teacher pedagogy and teacher/student connection. This researcher felt
very strongly about those topics. The researcher holds a bias because they have an African
American son and are a single mother. The researcher has African American nephews and White
nephews. The researcher has many family members who are educators, both African American
and White. In addition, the researcher has taught high school for many years using a culturally
responsive approach. The researcher holds two master’s degree, one in education and one in
counseling, and a pupil personnel services credential. The researcher is a high school
administrator. After careful reflection, all of the above items contribute to the researcher’s bias.
However, the researcher understands and respects very clearly their ethical responsibility as a
researcher. The researcher will protect the human subjects completely throughout the process
(Glesne, 2011).
It was important for the researcher to critically think and reflect about the identified
biases and discuss them with the proxy researcher. The proxy researcher was asked if she has
any biases and wrote a reflective memo about any biases. The researcher and proxy asked
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themselves the following questions: What might you be projecting based on your own beliefs
and life experiences? How does your “positionality” affect what you see? How are you guarding
against your biases? (Merriam & Tisdell, 2016).
Data Analysis
According to Merriam and Tisdell (2016), data collection and analysis should be a
simultaneous process in qualitative research. First, the unit plan documents were collected and
read for quality. The quality of the unit plans was determined by the lesson plan protocol (see
Appendix A). One unit was examined for each teacher. Once the unit plan was examined, that
unit plan informed the second phase of the data collection. The teacher was observed during a
class that followed the unit plan. Each teacher was observed using the observation protocol (see
Appendix B). The observation informed the third phase of the data collection. Although an
interview protocol was used, some additional questions were asked based on what was read in
unit plans and observed in classroom teaching.
The data was organized in a simple way. The lesson plan protocol was a Microsoft Word
document that was typed and written on. It was then saved and put in a folder labeled Doc
Analysis. Observations followed the same process. Corbin and Strauss (2008) discuss three parts
to analyzing qualitative data: (a) reading, (b) coding, and (c) making meaning. Reading the data
is the cognitive process and coding the data is the mechanical process.
The software Rev.com was used for the interview transcription process. The researcher
used a cell phone as a recorder and an iPad as a back-up recorder. To connect with the research,
the transcript was read several times for meaning, interpretation, and reflection. Qualitative
analytic tools were used while reading the transcripts and to create the codebook. An open
coding method that included a priori and empirical coding methods was used. The analytical
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tools used were questioning, making meaning out of words, comparisons, and drawing upon
personal experiences. Preliminary codes were assigned and named the categories. The category
names derived from the emerged themes. The codebook was created in Microsoft Word.
Throughout this process, it was important to reflect on and check researcher biases (Merriam &
Tisdell, 2016).
The interview transcripts, field notes, observation notes, and documents included
identifying notations so they could easily be accessed for the analysis and write-up (Merriam &
Tisdell, 2016). The researcher read and notated the analytic memos that the proxy researcher
wrote after each observation. They were coded according to relevant themes and the theoretical
framework. Segments in the data set were identified that were responsive to the research
questions. An inventory of the entire data set was kept in Microsoft Word and Microsoft Excel
documents, and stored in Google drive on a password protected computer. Qualitative data
analysis is primarily inductive and comparative. However, the researcher also applied deductive
analysis. Data analysis was the process used to answer the research questions. The answers to the
research questions were the findings of the study.
After analyzing the data, it was important to develop criteria for validation. For a
response to be considered typical, five out of the eight participants must have a consistent
response. For a response to be considered atypical, three out of eight participants must have a
consistent response. Four out of eight participants with a consistent response is considered
emerging evidence. Furthermore, for a gap to be validated in this study, the data must be
triangulated with typical responses. The typicality or non-typicality of responses are supported
through raw data in the form of interview quotes, observation anecdotes, and strategies that were
or were not used in lesson plans.
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CHAPTER FOUR: RESULTS AND FINDINGS
Purpose of the Project
The purpose of this project was to conduct a needs analysis in the areas of knowledge and
skill, motivation, and organizational influencers necessary to reach the organizational
performance goal of 100% of African American male students meeting the SJHS graduation
requirements and the California State University admission requirements, including A-G and
SAT requirements, thus narrowing the Black/White achievement gap. The analysis began by
generating a list of possible needs and moved to examining these systematically to focus on
actual or validated needs. For a response to be considered typical, five out of the eight
participants must have a consistent response. For a response to be considered atypical, three out
of eight participants must have a consistent response. While a complete needs analysis would
focus on all stakeholders, for practical purposes, the stakeholder of focus in this analysis were
teachers.
Project Questions

The questions that guided this study were:

• Research Question (RQ) 1: What is the teachers’ knowledge related to African American
male students meeting graduation requirements and the California State University
admission requirements thus narrowing the Black/White achievement gap?
• Research Question (RQ) 2: What is the teachers’ motivation related to the African
American male students meeting graduation requirements and the California State
University admission requirements thus narrowing the Black/White achievement gap?
• Research Question (RQ) 3: What is the interaction between organizational culture and
teachers’ knowledge and motivation related to African American male students meeting
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the graduation requirements and the California State University admission requirements
thus narrowing the Black/White achievement gap?
Data collection efforts for this project included the following:
• A 10-question document protocol used to analyze eight voluntary full-time teachers’
lesson plans (Appendix A).
• A 12-question observation protocol used to observe eight voluntary full-time teachers’
class sessions (Appendix B).
• A 15-question interview protocol used to interview eight voluntary full-time teachers
(Appendix C).
Using these multiple methods, the information gathered was relevant to answering the research
questions developed for this study. The following chapter examines the data results gathered and the
succeeding findings.
Participating Stakeholders

There are 37 teachers at St. John’s High School. For this study, eight teachers
participated in the data collection. For the document analysis, observations, and interview
portions of the study, all eight of the same teachers participated to gain the most accurate data.
The demographics of the teacher participants are listed in Table 4.
Results and Findings

Knowledge Results
Qualitative results: Document review. Document analysis was conducted as part of the
multiple methods approach. The document review examined a unit worth of school mandated
teacher lesson plans. Of the unit plans analyzed, one of each of the teachers’ plans was analyzed
in preparation for the classroom observation that would follow. Seven out of eight teachers did
50

not include culturally responsive strategies in their lesson plans. The document analysis
identifies that it is typical for teachers to not incorporate students’ appreciation and
understanding of different cultures through multiple mediums in their lesson plans. The results of
this data analysis are presented in Table 5. Five out of eight teachers did not include strategies
for activating prior knowledge in their lesson plans. The document analysis identifies that it is
typical for the teachers to not include these critical strategies in their plans.
Table 5
Knowledge Influences, Document Analysis Results
Lesson plan strategy Met criteria Did not meet criteria
Culturally responsive
pedagogy
1 teacher 7 teachers
Activating prior knowledge 3 teachers 5 teachers

Qualitative results: Observations. Observations were conducted as part of the multiple
methods approach. The teachers were observed for one 45-minute class period. The eight
observations were open coded and analytically coded. Codes and patterns were developed based
on typicality and repetition.
Six out of eight teachers did not activate prior knowledge during the observation. The
results of the observations are presented as evidence that when teachers activate prior
knowledge, they only use basic recall skills. One teacher said, “May I have a volunteer go to the
board and write down what you remember about conflict?” This activity reflected basic recall
skills, but it was only related to the reading they are doing and not to them personally. Of the two
teachers who activated prior knowledge, their approach to activating prior knowledge included
basic recall skills only.
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None of the eight teachers used culturally responsive strategies during the observations.
A topic that continued to appear during the observations was that teachers make connections
with their students through athletics. For example, one teacher reminded students they should not
earn a F if they want to maintain athletic eligibility. Another used a math problem in conjunction
with a football play. Another teacher made up a sports acronym to reinforce correct answers. The
teacher stated, “you are OYG.” One of the African American male students did not understand
what the acronym was and asked. The teacher stated, “On Your Game. Now you can go back to
sleep.”
Furthermore, the observations revealed that six out of eight teachers do not personalize
learning for students and student feedback is generalized. All six teachers used, “Good job and
great work.” More explicit feedback may help students improve academically. The students and
teachers referenced tutoring during the observations, which is consistent with school policy. For
example, a teacher responded to a student who asked about tutoring: “I will be here after school
and you should’ve been here every day.” The teacher believed the student would have benefitted
from sooner and more frequent visits to tutoring. The results of this data analysis are presented in
Table 6.

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Table 6
Knowledge Influences, Observation Results

Qualitative results: Interviews. Interviews were conducted as part of the multiple
methods approach. The researcher categorized the emerged themes and sub themes. The
interviews with teachers included a number of questions connected to gaps in knowledge that were
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conceptual, procedural, and metacognitive in nature. Those results are presented in the following
section and Table 7.
Table 7
Themes, Interview Results

Findings and Themes
The following section explores the findings and themes of this study through the filter of
the three research questions. Under each KMO findings section, the research question will be
stated, followed by themes that have been identified in each KMO category. For the Knowledge
Findings section, four themes were identified and discussed: (a) teacher pedagogy, (b) implicit
bias (c), teacher’s dual role, and (d) schema. For the Motivation Findings section, two themes
were identified and discussed: (a) confidence levels and (b) teacher support. For the
Organizational Findings, four themes were identified and discussed: (a) teacher-counselor
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collaboration, (b) access, (c) Advanced Placement courses, and (d) belongingness. Each research
question connected to these themes.
Knowledge Findings
The teachers lack knowledge and skills in the area of pedagogy that are pertinent in
narrowing the achievement gap and ensuring all African American males meet the admission
requirements for a California State University. The implicit bias that is evident in the classrooms
and through the interviews reflects the teachers’ belief that African American males are not high
achieving students. The teacher’s playing a dual role shows the lack of knowledge and/or how to
build the home-school connection for African American male academic achievement. Building
schema, connecting old information to new information, creates a mental mind map for students
that is critical. The teachers’ knowledge gaps in these areas make it difficult for African
American male students to be prepared to graduate high school and meet admission requirements
for a California State University.
Theme 1: Teacher Pedagogy
Six out of eight teachers at SJHS are not familiar with strategies used in Culturally
Responsive Pedagogy. Six faculty members commented, “I do not know what that [Culturally
Responsive Pedagogy] is.” The typicality of this response illustrates the lack of knowledge and
skills teachers possess in the area of culturally responsive teaching practices.
Four teachers discussed the idea that all students should be treated the same regardless of
their race or ethnicity. One teacher commented, “It's important that the students do not see us as
different colors or shade; it's important that we see each other as human beings and respect and
dignity.” Part of culturally responsive pedagogy is celebrating a student’s culture and
recognizing that no two people are the same. Respect and dignity can be given to a person from
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any culture and that culture can be recognized in the classroom. The teacher is focusing on
equality when he/she speaks of everyone being treated the same. However, a teacher without
proper training may not realize that equality is not always fair.
The following comment illustrates the feelings of five out of eight teachers that African
American male students are not going to receive different instructional strategies than that of
their peers because that would be “stereotyping.” “I try and reach every kid like I said. I don't
necessarily have any kind of strategies that I'm going to go out of my way. I don't stereotype a
kid just because of their ethnicity a certain way.” Three teachers believe it would be unfair to
teach an African American male differently than their peers. No two students learn the same, so
it may not be equal to teach an African American male differently, but it may be fair. African
American males are raised in a different culture than that of their peers.
Another teacher shared a similar point of view as the others, “I don't think there's
anything special you have to do for them. I think if they have issues, if they want opportunities,
it's the same opportunities that anybody should be given. So ...” This quote demonstrates equality
versus equity orientation. The teacher alludes to equality when he/she speaks of the entire group
getting the same opportunity. However, if there is evidence that a group of individuals need
additional opportunity and access it becomes an equity issue.
The lack of culturally responsive pedagogy in the classrooms is evidenced through
triangulation of the data in multiple methods: lesson plans, observations, and interviews. Only
one teacher wrote lesson plans that included culturally responsive pedagogy. Two teachers were
observed using culturally responsive strategies in their classrooms. Two teachers were able to
define culturally responsive pedagogy and give an example of how they use it. There are no
specific strategies that are being used for cultural inclusivity. The learning is not personalized,
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but instead teachers take a one size fits all approach. To begin, activating prior knowledge,
assessing prior knowledge, and culturally responsive pedagogy can help with an increasing
achievement. Effective teacher pedagogy is critical in the increased academic achievement of
African American males and will aid them in their meeting the admission requirements for a
California State University.
Theme 2: Implicit Bias
Six out of eight teachers’ implicit biases were evidenced in interviews. A teacher
commented, “I've noticed over the years is, like I said, their strength is not math. They don't
really enjoy doing mathematics.” While the teacher does not intentionally label African
American males as not being strong in math, his/her words specifically say that. This bias has
been shaped by the teacher’s experience in teaching math to African American male students.
However, the teacher labeled an entire culture based on one’s experience alone. In an
observation, a teacher told an African American male student the following: “Since you do not
know what I am talking about, you can go back to sleep.” The student may not have been paying
attention, but it was then validated by a teacher that it was okay for him to not receive an
education.
In addition, five teachers had negative thoughts about African American males’ home
lives. The thoughts included single parent households and no parent involvement. One teacher
commented, “Honestly you can tell an African American male who comes from a single parent
home. Then you could tell from African American male that came from a two-parent home. You
know, I can… Because I can tell the attitude of the single parent home guy.” This teacher
stereotypes that all African American males who have a certain attitude come from a single
mother household.
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Implicit bias creates a classroom that may not support the high academic achievement of
African American males. The observations demonstrated implicit bias, as well as the interviews.
In the observations, three out of eight teachers made comments that are considered bias toward
African American male students. One comment included a reference to law enforcement, another
included a comment to academic capacity, and another to not paying attention as usual.
Furthermore, the interviews make it clear that teachers hold implicit biases as demonstrated in
the previous paragraphs.
Several sub themes surfaced including: (a) lowered student expectations, (b) equality vs.
equity, and (c) stereotyping. In interviews, teachers admitted that their expectations for some
students is lower than for other students. One teacher specifically stated that for African
American male students the expectation is lower. The teachers make many comments in the
interviews about everyone being treated the same. Equality is a repetitive idea with the teachers.
Although they see their African American students as equals, the challenge for the teachers may
be to discover they are facing equity issues with their African American male students.
Implicit bias is heard many times in the interviews. The biases occur in three areas: (a)
academic capacity, (b) broken homes, and (c) family support. Most teachers are surprised if an
African American male has high grades. Additionally, teachers assume that if an African
American male comes from a broken home and there will be no family support. The implicit bias
demonstrated here impedes the narrowing of the Black/White male achievement gap (Peterson et
al, 2016).
Theme 3: Teacher’s Dual Role
Five out of eight teachers assume a dual role. Although teachers do not use multiple
mediums to contact African American males’ parents/guardians, the teacher assumes a dual role
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of teacher and parental figure. One teacher commented, “Sometimes there really is no one to
report to, so you ... you know, you're the parent and the teacher. So it's up to you to motivate, and
sometimes discipline, and sometimes encourage.” Because some parents/guardians are not
responsive to the email contact provided by the teacher, the teacher takes on the parent’s role.
All teachers reported that their main way of contacting a parent is through email. One
teacher commented:
To honest, it seemed like last year I got more responses. This year, maybe a couple, but
then at some I didn't hear anything at all. But not just African American, it's like any race,
it's just like, I didn't get anything back.
The lack of different modes of parent communication is prevalent in the interviews. As
evidenced in the research the home-school connection is beneficial for African American male
achievement (Jeynes, 2012). To echo the sentiment that teachers feel they are the students’
family, another teacher commented, “We do everything we can, because we are basically their
family while on campus.” Teachers providing extra familial support for their students while on
campus is part of St. John’s mission in educating the whole student.
The observations and interviews revealed how much the teachers care for their students.
Several sub themes emerged during this analysis including school community as family, teachers
aligned with SJHS mission, and teachers lack multiple mediums of communication with parents.
It is evident that the teachers care for their students and try to provide familial support in the
areas of listening and giving advice, eating lunch with the student, attending the student-athletes
sporting events, and holding the student accountable. The interviews and observations reveal that
five out of eight SJHS teachers play a dual role of teacher and parent. The observations revealed
this through teacher interaction with students, conversations with students, and how well the
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teacher appeared to know his/her students. The interviews demonstrated this through the way the
questions were answered and the examples that were given.
Furthermore, the teachers are aligned with the SJHS mission to educate and form the
whole child. However, the SJHS teachers only contact parents/guardians through email. Other
mediums of communication required of teachers are phone calls and scheduled parent-teacher
conferences. In the interviews, no teachers mentioned making phone calls or scheduling
meetings with African American male parents/guardians. Instead, teachers discussed that emails
were not responded to and how the teacher took on a dual role. Research highlights that the
home-school connection is vital for African American male improved academic achievement
(Jeynes, 2012).
Theme 4: Schema
Five out of eight teachers do not indicate using strategies to activate students’ prior
knowledge. Activating a student’s prior knowledge would include linking old information to new
information. One teacher commented, “By asking them questions. It's kind of hard because of
my subject. There's not a lot of prior knowledge build up, like an English class or like a math
class that they're building off of.” Common strategies for activating prior knowledge were not
mentioned in the interviews, read in the lesson plans, or observed in the teaching. During
observations, some teachers used basic recall skills to assess prior knowledge. For example, a
teacher asked the class if they remember a key word from the previous day’s lesson.
When asked questions about activating prior knowledge in the interviews, teachers had a
difficult time naming specific strategies they use in the classroom. A teacher commented, “I
don't know. I think there's a myriad of ways you can do that. I think that you go over information
that you think that they should know before ... what they should know coming into your class.”
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This is an example of a teacher lacking specific strategies for activating prior knowledge and
perhaps the lack of understanding of schema. Building schema through personal connections and
background knowledge may strengthen the student’s mind map.
Through observation and interviews, it was clear that some teachers were mixing up
formative assessments and activating prior knowledge. A teacher commented, “Basically through
warmups. I basically put, not learning just by sitting at your desk but also kinesthetically,
actually having them get up on the board and doing problems on the board I can see where
they're at.” This quote demonstrates that the teacher is giving a formative assessment in the
classroom, but is not linking any old information to new information. While the teachers are
attempting to activate prior knowledge, they lack a clear understanding of those strategies. In the
observations, it was demonstrated that the teacher had basic knowledge of activating prior
knowledge while using basic recall skills. However, there was no indication of activating prior
knowledge in the lesson plans.
Six of the eight teacher lesson plans that were analyzed did not include strategies for
activating prior knowledge. Activating prior knowledge strategies were not observed in six of
eight classrooms. The interviews echoed lesson plans and observation data. Five out of eight
teachers were not able to list any specific prior knowledge strategies they use, but instead gave
examples that were not clear or were actually formative assessment strategies.
Motivation Results
This researcher conducted interviews as part of the multiple methods approach and
categorized the relevant questions and responses by motivational theory. Those results are
presented in the following section. Table 8 illustrates the interview results concerning motivation
themes.
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Table 8

Motivation Themes, Interview Results

Motivation Findings
This project’s motivation research question is: What is the teachers’ motivation related to
the African American male students meeting graduation requirements and the California State
University admission requirements thus narrowing the Black/White achievement gap? The eight
teachers in the study at St. John’s place high value on their role in supporting all students equally
towards college acceptance. However, five out of the eight teachers do not specifically target
African American males towards college acceptance. The teachers have contrasting attitudes
about their ability and motivation to narrow the achievement gap.
Theme 1: Confidence Levels

Five out of eight teachers do not feel confident in their ability to implement new teaching
strategies and one participant is confident if it is on his/her own terms. Teachers have varied
confidence levels in implementing new teaching strategies and finding ways to narrow the
achievement gap. A teacher commented, “That one [CRP] I feel I'd be more comfortable and
learning it and I'm actually very interested. I would like to learn more about it. I'm open to know
more.” This teacher was eager to hear more about CRP and felt confident that he/she could
implement new strategies after being educated.
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While three teachers are confident and motivated to implement strategies without
question, one was only willing to do so on his/her own terms. A teacher commented:
If it's something that I'm passionate about, and it can help me improve and learn how to
find new ways to motivate kids or find new ways to adapt to different types of learning,
then I'm willing to learn and can learn those type of things for sure.
The teacher discussed how he/she did not want to implement any strategies that would be a waste
of time and would not be beneficial for students.
One teacher is motivated, but also worried that his/her efforts may be unsuccessful. The
teacher commented, “I'm confident. But again, any time I could slip up and make a mistake,
assuming the student learned the material and all of the sudden, the next day I find out he failed
his test or quiz.” This quote demonstrates the teacher’s lack of self-efficacy.
Four teachers are not confident in their ability. They have been teaching the same way for
many years and also do not understand the root of the gap:
Honestly, not that confident. Because I still don't 100% understand why there's such a
huge gap. I understand, but I don't understand, if that makes sense. I think a lot of it does
have to do with their home life and where they come from. Our white males tend to come
from two parent households with higher incomes and more abilities and access to things.
Where African American males tend to come from single parent households.
This quote demonstrates a teacher’s attempt to try to understand where an African American
male student may be coming from. However, this could be considered implicit bias
simultaneously. It is clear that this teacher wants to understand the gap more before he/she is
confident in implementing new teaching strategies.
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Teacher confidence levels in ability vary for the eight teachers at SJHS. Several sub
themes emerged during the analysis, including uncertainty with ability to perform, willing to try
strategies, and benefit for teachers and students. The interviews revealed the uncertainty teachers
had in their ability to perform new teaching strategies. Because only two of the eight teachers
were familiar with Culturally Responsive Pedagogy, four teachers were not confident in their
ability to implement it and one was unsure. With four teachers not being confident and one being
unsure, that would be considered that five out of 8 eight teachers are not confident in their ability
to perform the task, which is seen as a typical response.
Theme 2: Teacher Support
Eight teachers support all students equally in the college acceptance process, while three
teachers specifically target African American males. The duties of teacher support roles
mentioned in the interviews and observations included writing letters of recommendation,
providing tutoring, and offering encouraging words. One teacher commented:
A lot of, I mean, a lot as far as like, whether it's a recommendation letter, whether it's
preparing them, I feel I'm the facilitator, so I don't think I got them there or what's in my
letter. I think it's all a copy of everything, all the teachers working together. But I feel
proud when they come tell me that they're going to some college…
The motivation this teacher has to see all races of students succeed was evident in the classroom
observations and the interview. In the classroom observation, a caring approach was noticed and
affirmed in the interview.
Six teachers frequently mention in the interviews that they write letters of
recommendation for the students. A teacher noted:
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I want to be, I hope to be positive enough to put them to and encourage them to, to move
on. Hopefully, if they come down to me doing a recommendation, or they asking me for
something, I'd be proud to do it, because, I mean, at least they, they know I care. You
know, it's not like I just, oh, I got to do it cause you asked me, but you know, I do things
because I care, you know.
The interviews and observations reveal how much the teachers care about their students’ futures.
In the observations, five of the teachers showed they care by different types of comments. For
example, they mention their tutoring hours, they offer their classroom for lunch, or remind
students of resources that are available.
Another way teachers demonstrate their support for African American male students is
through tutoring and encouraging words. A teacher revealed:
And even now, some of the kids that come in my classroom aren't even my students
anymore. They still keep coming to my classroom asking for help. And a lot of them are
African American that come to my classroom and see how I'm doing. ‘Can you help me
with this?’ I want them to believe that there's more than just work after high school. You
have an opportunity to go onto college and pursue a career.
This quote illustrates the dual role of teacher and family support, as well as a tutor. The teacher is
available for African American male students outside of class to talk, give help on homework, or
give motivational words about their future.
Another teacher feels a personal connection to her students’ college plans. The teacher
shared:
Oh, my gosh, I almost take that personally, because I tell them, ‘You're all going to
college.’ And so, some of the students that I know, that I'm tutoring, from hard
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backgrounds…you're my personal challenge, and you're not giving up. So I tell them,
‘We're going to make this happen’.
This teacher emphasized in the interviews how important it is for her/him to encourage and
support students from hard backgrounds to go to college.
Within the teacher support theme several sub themes emerged: (a) teachers are family, (b)
value of tutoring support, and (c) equal college preparation/support. The sub theme include
teachers are family emerged in the knowledge findings and now in the motivation findings.
Teachers are motivated to support students beyond the classroom. Teachers find themselves
supporting students through tutoring, offering encouraging words, opening up their classroom,
and assisting with the college preparation process. Although the teacher college preparation
support is emphasized in the interviews by all teachers, it is focused on all students equally.
Three out of eight teachers specifically target African American males in the college acceptance
process and eight out of eight teachers target all students in the college acceptance process.
Organization Results
This researcher conducted interviews as part of the multiple methods approach and
categorized the relevant questions and responses by theme and sub theme. Those results are
presented in the following Table 9.

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Table 9
Organizational Influences, Interview Results

Organization Findings
This project’s organizational influence question is: What is the interaction between
organizational culture and teachers’ knowledge and motivation related to African American male
students meeting the graduation requirements and the California State University admission
requirements thus narrowing the Black/White achievement gap? The teachers feel supported by
the school counselors, but they need additional resources and communication from the
administration in order to narrow the African American male achievement gap.
Theme 1: Teacher-Counselor Collaboration

All eight teachers collaborate with counselors. The teachers and counselors collaborate
on several topics. The topics include supplemental materials for college acceptance, academic
achievement, course placement, strategies for students with learning differences, and background
information. All eight teachers believe the counselors are reliable and effective.
One teacher purported:
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…And if I do have questions and I asked them, they to give me some strategies and
things too, so it's been positive…I'll just ask questions. I go out and I might get some
background if I didn't know something. If I go ask them about a particular student, they'll
might say that a student is living in one parent home. They'll say, ‘Oh, it's probably
because that person is with this parent this week or not.’ And a lot of times it opened my
eyes, because I never really thought of that before.
This quote demonstrates how a teacher seeks out the counselor and keeps an open mind and now
has background knowledge about a student.
Another example of a counselor giving background information to a teacher is:
If I have an issue right away, I'll either email or I'll go talk to them [counselors] in person
about this individual, not just about academics, about is there any issues at home that we
should know about? …And yep, sometimes it's challenging, because again, we get kids
whose academic foundations are pretty poor. So they tell me, they inform me of what's
going on. And keep an eye on this individual because they're having a hard time at home.
So, we try to work together to make sure we help the kid out.
This quote demonstrates a teacher’s willingness to find out more about his/her students.
Additionally, the counselors collaborate with teachers regarding student ability level.
African American males make up 39% of the population of students with learning differences at
St. John’s. Counselors provide trainings and resource books for each individual student. A
teacher commented, “…how they [counselors] support all of the teachers, with all of the kids and
their different learning abilities.”
The interviews revealed that although an African American male student would not
receive any separate learning strategies than that of his peers, a student with a learning disability
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would. For example, a teacher commented, “Now if the African-American kid has some learning
disabilities or accommodations or modifications, then we'll take the appropriate steps and work
with that.” This quote continues to demonstrate that SJHS teachers believe that students from
different cultural backgrounds alone do need to receive different learning strategies.
The teachers continued to discuss the notebooks they receive containing information for
their students with special needs. One teacher commented:
Like I said in the very, very beginning the books for our students with needs, with our
students with the needs, with our IEPs, okay? They're on top of it plus they've done
training for us during one of our meetings for teachers who are new and for teachers who
are not new but just didn't use it properly. They were able to tell us exactly what to look
for and how to facilitate it properly and the needs of the student and how to address those
needs.
The counselors are consistently providing training to the teachers on strategies for students with
learning differences.
Another teacher echoed the collaboration theme:
They are with us. My gosh, if we see something in the classroom, or we know something
is happening, we can reach out, by way of, we see them, by e-mail, and they're making
contact with the parents. They're contacting the students right away. So it's not a, ‘I'm
going to wait two weeks from now,’ it's, ‘I'm needing a support system that just goes
out.’
The counselor-teacher collaboration that exists contributes to a positive cultural climate.

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Theme 2: Access
Three out of eight teachers believed students do not have enough access. Communication
and technology is not always accessible to African American families at SJHS. Some families do
not have access to email or internet, have a language barrier, or work long hours. One teacher
shared:
I feel that our officials here on campus have a hard time relating to where these kids are
coming from…their living conditions or even language barriers. … if you have a family
that doesn't speak no English whatsoever, how do we communicate with those kids, those
parents? Even the kids themselves, because again even single-family homes, maybe you
have a mother working 18 hours a day just to support their family. How do we
communicate with that parent? Our administration here,... I personally feel that we don't
... haven't been in their shoes.”
One teacher stated that an African American male student’s mother cannot read or write so how
was she supposed to respond to email.
In addition to communication not being accessible, technology is not either. A teacher
replied:
Because we do have kids that don't have technology at home. So the only access they
have to technology is here, and we are in an all tech school and so how are they supposed
to do their homework at night when they don't have access to the internet at home?
Several teachers mentioned in the interviews that students cannot complete their homework
without WIFI.
Three teachers echoed the sentiment that although St. John’s is an Apple distinguished
school with high expectations, they must not forget that some African American male students
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are reading seven years below grade level. Some feel that the messaging is consistent from the
administration, but the resources are not. A teacher stated:
Well, the part [messaging] that... I see that, and I know, at Apple School, we're
technology driven. I get that. But when you get that, those group of students that are so
low, where they're just not reading on grade level, then math is just not there, and they
don't understand the basic concepts of that? So, seeing them struggle as much as they do
in their classrooms, because they'll drop by, and they'll just tell me.
The teachers prefer taking the iPad out of the students’ hands when they are working with
students who are below grade level. They prefer using lined paper, pencils, crayons, overlays,
construction paper, and scissors. They talk about creativity with basic materials for their students
who are behind in grade level.
Theme 3: Advanced Courses
Advanced course teachers have varied viewpoints about AP and Honors course
inclusivity. One teacher feels that African American males need extra academic support to close
the achievement gap, so they are prepared and qualified for a high-level class. The teacher
commented:
The students need additional help, and I just don't know how we're going to do that,
because they're so active in sports after school. But closing that gap, to make sure, that
they are, they can make it to an AP class and honor class, and make it to college. But
you've got to have those gaps closed for some of those students, too, will get... It's going
to be huge.
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The quote demonstrates the value athletics holds over academics in the teacher’s viewpoint. The
teacher does not have an answer to help prepare the student for an AP class and indicated he/she
was somewhat defeated before trying.
Four out of eight teachers had never thought about the low representation of African
American males in AP and Honors classes. The teacher stated:
I really never thought of that. That's wow. You know, I never really thought of just
ethnicity in this [AP]. I was just mostly thinking more academic to be honest, because I
really never thought about how many we have really I have. Because I've taught African-
Americans in AP and I'm sure, I know there's some in honors as well. I just really looked
at it more as an academic. I didn't look at it as a cultural, isn't that something, no, I really
never did.
This quote demonstrates a lack of awareness on the teacher’s side to the issue of AP and African
American students.
Another AP teacher openly discussed the cultural bias teachers have about African
American males and high academic achievement. The teacher disclosed:
Considering that not very many of them take those classes, I would say not very
inclusive. It's interesting because, when we have these kids come into the school,
especially kids that transfer in or something like that. When I see an African American,
especially an African American male who has really high grades, it's like everybody's
shocked. I think of our transfer who came in this year, looking at him, people would
probably assume that he's not the best student because he's a really good athlete, but it's
actually the opposite. But he's one out of how many of them that we have.
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This teacher reveals thoughts that many teachers have regarding the academic capacity of
African American males. Furthermore, the teacher reveals a bias that is attached to an African
American male student athlete not being one who would be in AP or Honors classes.
Not all AP teachers have recognized low representation of African American males in
their classes. However, some teachers recognize that additional academic support for African
American male success in AP would be necessary for students who have a demonstrated
knowledge gap. There is a bias that exists amongst teachers that African American males are not
high academic achievers. This has been revealed in five interviews. Examples of this bias was
seen in the knowledge theme (implicit bias), as well as through quotations in the organization
theme (Advanced Placement).
Theme 4: Belongingness
Five of the eight teachers believe, that above all, an African American male student needs
to feel like he belongs. A teacher talked about how it is hard to be somewhere and you do not see
someone who looks like you. The teacher noted:
I think, you know, it's, it's interesting, but probably having another male or having
another female on campus of African American descent, I mean, you know, you see me
but, you know, someone else. So, and I don't know if anybody applied for jobs or none of
that, but I think it'd be kind of nice to, to have, a couple of more people, just a mixture of,
you know, cause a lot of times it's hard. It's hard like, you know, going into a place where
you don't see anyone like yourself, you know what I mean?
This quote demonstrates a teachers’ own struggle with not seeing others on campus who are of
the same culture/ethnicity. This teacher expanded in the interview about how he/she can relate to
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how the African American male students might feel like they do not belong when they do not see
many teachers or administrators who look like them.
A teacher talked about strategies he/she used to make the students feel like they belong
and that they are a decision maker in their learning. The teacher shared:
Let them have that ability to share. And sometimes, those pointed questions of, ‘How are
you doing? How can I help? How were my lessons?’ I do that all the time, and the kids
are used to it now, but when I first did it, it took them back, and they were, ‘I'm insulting
my teacher’. I need to fix this, I want to help you, so I can't do it, unless you tell me. Let
them tell us what they need. And then, let's see how we can make it better for them.
This teacher allows he/his students be a part of the learning process and makes them feel like
they belong in her/his classroom because regardless of their ability level the teacher is checking
with them to see how he/she can improve.
Another teacher was inspired to do more to make the African American male students
feel like they belong. The teacher posited:
… now that there is a need, it's been there and I see it from my own students. I said, ‘We
need to do something.’ Because they're here and they're part of our culture here. They are
and we want them to feel successful and that they belong.
The quote clearly demonstrates the theme of belongingness.
One teacher believes making a student feel like he belongs is setting high expectations for
him and pushing him to be his best self. The teacher commented:
I think if your goal is to help these kids learn, help them find confidence, help them
achieve. And you probably have to do that through pushing them really, really hard,
sometimes harder than they've ever been pushed, well then you better get to know that
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kid and their situation first. You better let them know your situation first. You know,
respect given, respect earned, all that stuff.
The teachers want their students to feel they belong and that the teachers are there to support
them. Each teacher has a different way of showing and telling a student that he belongs.
Conclusion
Three knowledge gaps were identified in this study: (a) Culturally Responsive Pedagogy,
(b) activating prior knowledge, and (c) home-school connection. One motivation gap was
identified, self-efficacy, and one organizational gap was identified, professional development
resources. Teachers at SJHS lack knowledge of Culturally Responsive Pedagogy; therefore, they
do not employ CRP strategies in the classroom. Additionally, teachers do not activate prior
knowledge to build schema. Those are two significant teaching practices that are knowledge and
skills gaps for SJHS teachers. Furthermore, teachers are not adequately engaging with African
American males’ parents/guardians regarding school performance. These knowledge gaps
contribute to the African American male achievement gap.
Teachers at St. John’s place high value on their role in supporting all students equally
towards college acceptance and a quarter of teachers are motivated to specifically target African
American males in meeting the requirements. Moreover, the teachers have contrasting attitudes
about their ability and motivation to narrow the achievement gap. However, all of the teachers
are motivated to offer tutoring services to help bridge African American male students’
knowledge gaps. The teachers feel supported by the organization in the area of school
counseling, but they need additional resources and communication from the school
administration to narrow the African American male achievement gap.
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The teachers care deeply for their students; they reference them as family. The teacher-
student relationship is vital, but so is the home-school connection. The teachers at St. John’s do
not effectively communicate with African American males’ parents/guardians. Without a shift in
pedagogy and communication, teachers will continue to deeply care about the students, but the
African American male students will not increase academic achievement in core courses and
standardized tests to qualify them for a four-year university.
Through the data collection and analysis in this study, the findings revealed phenomena
that has been in the literature for years. The research validated what many other researchers have
found. Researchers found that lack of school-parent communication can translate to low
performance in academics. In addition, previous research has identified that Culturally
Responsive Pedagogy can contribute to higher academic achievement. However, there is a
uniqueness to this study. A unique finding is that three male teachers of color in this study use
implicit bias and do not use culturally responsive teaching even though they grew up similarly to
that of the students we are targeting. Literature reviewed in Chapter Two contradicts this finding.
The literature supports the cultivation of male teachers of color because of their lived
experiences. Because there were only three males of color in this study, this finding would be
typical. An additional unique finding was that not one teacher in this study attempted a phone
call with an African American males’ parent, but they would rather take on the parent role
themselves. This finding was not reviewed in the literature.

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CHAPTER FIVE: RECOMMENDATIONS

Introduction and Overview

Through this multiple methods study, gaps were identified in the areas of knowledge,
motivation, and organizational influences. This study has validated five areas as gaps. The gaps
that will be addressed in the following plan are Culturally Responsive Pedagogy (CRP),
activating prior knowledge, communication, and professional development. Through education,
training, and job aids, a comprehensive program was designed to assist St. John’s High School
and its teachers in their organizational goal of narrowing the Black/White male achievement gap
and increasing the percentage of African American males who qualify for a California State
University.
Knowledge
There were four assumed knowledge influences presented in this study. The first
knowledge influence was that teachers need to know how to employ strategies that assist them in
learning and implementing culturally responsive pedagogical practices. This was validated as a
gap. The second knowledge influence was that teachers need to know how to gain information
about a student’s family/schooling history. This was not validated as a gap. The teachers
indicated that they had a multitude of ways of gaining background knowledge about a student.
Those ways included the student himself and the counselors. If a teacher is not aware of a
student’s past schooling experiences, stressors in the home, and other pertinent data, he/she may
not begin to understand or connect with the student. The third knowledge influence was that
teachers need to know how to assess/activate a student’s prior knowledge and teach conceptual
knowledge to fill the gaps. This was a validated gap. Teachers need to link old information to
new information to build schema. The fourth knowledge influence was that teachers need to
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know how to effectively communicate with parents/guardians. This is a validated gap. Parent
involvement is very important; however it is important to find ways to not just provide one way
communication, but effectively employ two way communication with parents/guardians.
The framework used for the knowledge influences was Anderson et al. (2001) and Clark
and Estes (2008). Each theoretical principle had a recommendation listed in the table below.
Table 10 has five columns that provide a visual interpretation of assumed knowledge influences,
gap validations, principles, and recommendations.
Table 10
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Validated
as a Gap?

Principle and Citation Context-Specific
Recommendation
Teachers need to know
how to employ
strategies that assist
them in learning and
implementing
Culturally Responsive
Pedagogical practices.
Yes

Metacognitive and procedural
Metacognition refers, among
other things, to the active
monitoring and consequent
regulation and orchestration of
these processes in relation to the
cognitive objects or data on
which they bear, usually in
service of some concrete goal or
objective (Flavell, 1979, p.232).
Learning tasks that are similar to
those that are common to the
individual’s familiar cultural
settings will promote learning
and transfer (Gallimore &
Goldenberg, 2001).

TRAINING/
EDUCATION
Provide a training program
on culturally responsive
pedagogy for teachers.

Teachers need to know
how to assess a
student’s prior
knowledge and teach
conceptual knowledge
to fill the gaps.

Yes

Procedural and Conceptual
Anderson et al. (2001) define
conceptual knowledge as the
interrelationships among the
basic elements within a larger
structure that enable them to
function together.

TRAINING/
EDUCATION
Provide teacher trainings
on assessing/activating
prior knowledge. Use
Renaissance STAR
assessment to identify
gaps. Train teachers on
Renaissance materials that
aid in filling gaps.
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Teachers need to know
how to effectively
communicate with
parents/guardians.

Yes

Procedural
Anderson et al. (2001) define
procedural knowledge as How to
do something, methods of
inquiry, and criteria for using
skills, algorithms, techniques,
and methods.

TRAINING/
EDUCATION/JOB AID
Train teachers how to use
SIS to email and text
parents. Provide a
workshop on other
effective ways to
communicate with parents.
Design a communication
guide.

Teachers need to know how to employ strategies that assist them in learning and
implementing Culturally Responsive Pedagogical practices. The results and findings of this
study indicated that teachers do not employ strategies that assist them in learning and
implementing Culturally Responsive Pedagogical (CRP) practices. A recommendation rooted in
socio-cultural and social cognitive theory has been selected to close this metacognitive and
procedural knowledge gap (Rueda, 2011). The cultural and social bases of learning and learners’
beliefs about the self and learning tasks impacts learning. This would suggest that providing
learners with personalized training and education on culturally responsive education given by
credible models, self- regulation strategies, and providing task specific feedback would close the
knowledge gap. The recommendation is to provide education and training for teachers.
Learning tasks that are similar to those that are common to the individual’s familiar
cultural settings will promote learning and transfer (Gallimore & Goldenberg, 2001). Farinde-wu
et al. (2017) identify four characteristics of a culturally responsive teacher: (a) caring and
empathic, (b) reflective about their beliefs and attitudes about other cultures, (c) reflective about
their own cultural frames, and (d) knowledgeable about other cultures. In a culturally inclusive
classroom, students need to find relevant connections among themselves, teachers, and most
importantly, with the curriculum. Educators can engage in self-reflection and develop historical
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knowledge about marginalized groups that challenge and disrupt dominant ideologies (Marrun,
2018). Successful culturally responsive teachers have developed a critical awareness of their role
as change agents, they build meaningful relationships with students, and let student interests
drive the curriculum. Education and training is necessary to develop a culturally responsive
teacher (Clark & Estes, 2008).
Teachers need to know how to assess/activate a student’s prior knowledge and teach
conceptual knowledge to fill the gaps. The results and findings of this study indicated that
teachers do not effectively activate/assess student’s prior knowledge. A recommendation rooted
in information processing theory has been selected to close this procedural knowledge gap (Clark
& Estes, 2008). The teacher will focus on differences between novices and experts in terms of
organization and storage of prior knowledge, and role of automaticity in performance. This
would suggest that providing teachers with education will assist them in gaining knowledge
about activating and/or assessing prior knowledge (Clark & Estes, 2008). The recommendation is
to provide education for teachers on how to assess and/or activate a student’s prior knowledge.
Activating prior knowledge is emphasized in various forms of teaching. Research clearly
underlines that for learning to occur, new information must be integrated with what the learner
already knows (Rumelhart, 1980). Providing students with strategies to activate their prior
knowledge base or to build a base if one does not exist is supported by the research (Best et al.,
2008; Cervetti & Hiebert, 2015; Christen & Murphy, 1991; Marlieke et al., 2018; Hattan &
Dinsmore, 2019). A strong base of relevant prior knowledge supports students’ reading fluency,
accuracy, memory, and comprehension. Information learned meaningfully and connected with
prior knowledge is stored more quickly and remembered more accurately because it is elaborated
with prior learning (Schraw & McCrudden, 2006).
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Teachers need to know how to effectively communicate with parents/guardians. The
results and findings of this study indicated that teachers do not effectively communicate with
African American males’ parents. Jeynes (2012) argues that it is apparent that parental
involvement initiatives that involve parents and their children reading together, parents checking
their children’s homework, parents and teachers communicating with one another, and partnering
with one another have a noteworthy relationship with academic outcomes. According to Latunde
(2018), network strategies can be used to engage parents and aid them in navigating their child’s
education. Networks can consist of parent advocates, church leaders, friends, family members, or
professionals in the community. In addition, participation in decision making is another strategy
that engages parents. This can be done through surveys, phone calls, emails, face-to-face
meetings, or board meetings. African American parents want to be heard. Often times, their
perspectives are ignored and are not given enough consideration. This will make marginalized
parents feel silenced. Parents can also volunteer for parent clubs, field trips, or school councils to
be visible and heard. African American parents want access to data and are not sure where to get
it. Parent advocates can direct parents to teachers, counselors, and administrators to obtain the
data they are seeking. The development of a relationship with their student’s teacher is an
important component of parent engagement. Teachers need training on effectively
communicating with parents (Clark & Estes, 2008).
Motivation
There are two motivational influences presented in this study: (a) teachers need to believe
in their ability to implement culturally responsive pedagogy in their classrooms and (b) teachers
should value teaching, tutoring, and mentoring contributions that potentially aid in narrowing the
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achievement gap. The teachers in the study are not confident in their ability to perform the task
of delivering culturally responsive pedagogy. Therefore, that was found to be a validated gap.
Table 11
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence

Validated
as a Gap

Principle and
Citation
Context-Specific
Recommendation
Teachers need to believe in
their ability to implement
culturally responsive pedagogy
in their classrooms.
Yes

Self-Efficacy
Theory
High self-efficacy can
positively influence
motivation.
Feedback and
modeling
increases self-
efficacy.
Learning and
motivation
are enhanced when
learners have positive
expectancies for
success
(Pajares, 2006).

TRAINING/EDUCATION
Provide a training program
on Culturally Responsive
Pedagogy for teachers
using credible models and
providing timely and
meaningful feedback.

Teachers need to believe in their ability to implement culturally responsive
pedagogy in their classrooms. Most teachers do not believe in their ability to implement
Culturally Responsive Pedagogy in their classrooms. A recommendation rooted in self-efficacy
theory has been selected to close this motivation gap. Pajares (2006) found that modeling and
feedback increases self-efficacy. This would suggest that providing learners with a
demonstration of what they need to do and then providing feedback on their performance would
increase their self-efficacy. The recommendation is for the organization to provide a training
with credible models, opportunities for practice, and timely and meaningful feedback.
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Bandura (2000) argues that unless teachers believe they can produce desired effects and
prevent undesired ones by their actions, they have little incentive to act. Self-efficacy reflects
confidence in the ability to exert control over one’s own motivation, behavior, and social
environment. Teachers need to believe they can implement the tasks expected of culturally
responsive pedagogy effectively with their students. Efficacy beliefs effect the way people
think, the courses of action they take, the goals they set, effort on tasks, perseverance, and
resilience. Bandura (1997) argues that people motivate and guide their actions partly by their
beliefs of personal efficacy. Seghal et al. (2017) notes that collaboration among teachers and
principal’s leadership positively influence and build teacher self-efficacy. Pintrich (2003)
suggest focusing instruction to help people develop their self-efficacy, rather than global self-
esteem, increases performance. This would suggest that developing learners’ self-efficacy will
aid in the performance of the tasks. The recommendation is for the organization to provide
education and training on the valuable tasks they can engage students in to increase college
acceptance rates.
Organization
There are five types of organizational influences that were evaluated in this study: (a)
professional development, (b) academic resources, (c) counseling services, (d) parent
engagement, and (d) organizational communication. According to Clark and Estes (2008),
missing or inadequate processes and materials can prevent the achievement of performance
goals. Out of the five influencers, one was validated as a gap: The organization needs to offer
professional development training to teachers on Culturally Responsive Pedagogy, assessing
knowledge, and best teaching practices for working with students with knowledge gaps and lack
of motivation.
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Table 12
Summary of Organization Influences and Recommendations
Assumed Organization
Influence

Validated
as a Gap

Principle and Citation

Context-Specific
Recommendation
The organization needs to
offer professional
development training to
teachers on culturally
responsive pedagogy,
assessing knowledge, and
best teaching practices for
working with students with
knowledge gaps and lack of
motivation.

Yes

Provide adequate
knowledge, skills, and
motivational support for
everyone. Top
management must be
continually involved in
the improvement process
(Clark and Estes, 2008).
Social interaction,
cooperative learning, and
cognitive apprenticeships
(such as reciprocal
teaching) facilitate
construction of new
knowledge (Scott &
Palincsar, 2006).
EDUCATION/
TRAINING
Provide a training program
on culturally responsive
pedagogy for teachers.
Provide teacher trainings on
assessing/
activating prior knowledge.
Use Renaissance STAR
assessment to identify gaps.
Train teachers on
Renaissance materials that
aid in filling gaps.

The organization needs to offer professional development training to teachers on
Culturally Responsive Pedagogy, assessing/activating prior knowledge, and best teaching
practices for working with students with knowledge gaps and lack of motivation. The
majority of teachers cannot define Culturally Responsive Pedagogy (CRP) and most do not have
a clear understanding of what activating/assessing prior knowledge is. A recommendation rooted
in sociocultural theory has been selected to close this organizational gap. Social interaction,
cooperative learning, and cognitive apprenticeships (such as reciprocal teaching) facilitate
construction of new knowledge (Scott & Palincsar, 2006). Sociocultural is important to use when
training teachers on CRP because this theory stresses the interaction between developing people
and the culture in which they live. Clark and Estes (2008) indicate that adequate knowledge,
skills, and motivational support must be provided for the entire organization and top
management must be continually involved. The recommendation is for the organization to
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develop a teacher training program that is collaborative and offers knowledge and skills as well
as motivational support.
Sarason (1972) defined the creation of a setting as, “any instance in which two or more
people come together in new relationships over a stained period of time in order to achieve
certain goals” (p.1). Sarason (1972) emphasizes several stages that must be considered before the
start of a new setting. The first stage is the events preceding the official start of a new setting.
The second stage is external relations and the third stage is the leadership. The leaders’
involvement and knowledge is crucial (Clark and Estes, 2008; Sarason, 1972). The fourth stage
is resources and time. Unrealistic expectations lead to trouble in the new setting. Finally, the last
stage is the theme of awareness. Leaders must be aware of any problems throughout the
implementation of the new setting. If there is proper planning of the new setting the leaders can
take a proactive approach instead of a reactive approach.
Discussion
There are five validated gaps indicated in this study. Each gap has a recommendation to
aid in closing it. However, in this study the CRP gap was identified in each KMO category.
Culturally Responsive Pedagogy needs much attention. It is recommended that funds of
knowledge are used in the professional development training of teachers. Moll et al. (1992) states
that funds of knowledge emphasize strategic knowledge and related activities essential in
households’ functioning development and well-being. Specific funds of knowledge that pertain
to the social, economic, and productive activities of a region are sought to strategically
incorporate into classrooms. A student can bring a multitude of funds of knowledge to the
classroom if he/she is allowed. For example, a student may know how to farm, do construction,
complete repairs, and understand business, religion, and household management because he/she
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was taught in the home and through the families’ social networks. It is crucial that the home and
school world merge to help students succeed.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The New World Kirkpatrick Model was used to design and implement this plan.
Kirkpatrick maintains four levels in the model: (a) Level 4: Results or outcomes, (b) Level 3:
Behavior or the application of what one has learned, (c) Level 2: Learning or the acquisition of
knowledge, and (d) Level 1: Reaction or relevancy (Kirkpatrick & Kirkpatrick, 2016). The four
levels are implemented in this plan.
Organizational Purpose, Need, and Expectations
To fulfill its mission to form leaders through education, the organization should examine
the achievement gap of the African American male and White male student populations.
Furthermore, an innovation should be introduced. Failure to do so can result in continued low
achievement for African American males at St. John’s High School. For example, they
experience below average SAT scores, low representation in Advanced Placement (AP), below
average grade point average (GPA), and high representation in special education (Ren Web,
2018). Further, African American males often do not earn a 2.0 GPA to maintain athletic
eligibility (Ren Web, 2018). All of the aforementioned items will result in African American
students not qualifying for a four-year university. Thus, the organization needs a comprehensive
approach to aid African American males’ academic achievement. This begins with the teachers.
The innovation includes the implementation of Culturally Responsive Pedagogy (CRP) in
classrooms, a parent engagement plan, teacher and student relationship building, comprehensive
counseling services, and additional instructional resources.
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Level 4: Results and Leading Indicators
There are several measurements that indicate if the desired outcome has been achieved.
For the external outcomes, the measurement are student grade point averages and college
acceptances. For the internal outcomes, the measurements are teacher observations and emails.
Table 13
Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome
Metric(s) What
data?
Method(s) How are we
going to collect it?
External Outcomes
One hundred percent of African American
male students will earn a minimum 2.5
cumulative GPA.
Grade point
averages

Academic transcripts
One hundred percent of African American
male students will qualify for a Cal State
University.
College
acceptances
Naviance reports
Internal Outcomes
One hundred percent of faculty uses Culturally
Responsive Pedagogy.
Teacher
Observations
Student Information
System
All three counselors communicate with
teachers about grades, etc.
Email, in person,
by phone
Students Information
System

Level 3: Behavior
Critical behaviors. There are five critical behaviors listed in the table below. These
critical behaviors were chosen because they are identified gaps that will aid in achieving the
outcomes or the desired learning objective.

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Table 14
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1.Teachers use strategies
to activate prior
knowledge.
Lesson
plan/module/observation
protocol
Lesson plan is
entered in Canvas
LMS/observation
document
Weekly
2. Teacher
communicates with
parent/guardians and
student about student’s
academic performance.
Teacher makes phone call,
meets with parent or sends
email.
Email, phone call,
meeting are
documented in ren
web.
Monthly
3. Teacher uses CRP
while teaching.
Lesson
plan/Module/observation
protocol
Lesson plan is
entered in Canvas
LMS
Weekly
4. Counselor meets with
student to review grades
and four-year plan.
Four-year plan is updated Four-year plan is
entered and/or
updated in Naviance.
Quarterly
5. Math and English
teachers tutor for SAT.
Student signs up for prep and
attendance is taken at each
session.
Attendance records Summer/Fall
Weekly

Required drivers. There are several required drivers that support critical behaviors that
are listed in the table below. Tutoring being included in the teacher’s contract reinforces their
ability to offer tutoring in their classroom before and after school. It adds formality and
accountability to the tutoring. Reinforcing the job aid regarding communication creates
transparency and discussion on parent involvement. Professional development on CRP reinforces
knowledge and motivation skills necessary for CRP.
The table below lists the required drivers that will support critical behaviors. The drivers
are categorized by reinforcing, encouraging, rewarding, and monitoring. The numbers listed for
critical behaviors match with the numbers in Table 15.

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Table 15
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing

Tutoring is included in the teacher’s contract. Daily 5
Organization highlights parent communication
strategies from job aid at mentor meetings.
Ongoing 2
Academic department provides professional
development on CRP.
Bi-monthly 3, 1
Academic Assistant Principal provides time and
space for college counseling.
Quarterly 4
Encouraging

Counseling department meets to share ideas and
results with teachers.
Bi-weekly 1, 4
Teachers meet with their mentor groups. Monthly 1, 2, 3, 5
Rewarding

Principal gives out teacher of the month
certificate and gift card at monthly pep rally to
teacher who is engaged in critical behaviors.
Monthly 1, 2, 3, 5
Monitoring

Naviance reports on four -year plans and SIS
grade reports.
Quarterly 4
SIS reports on parent contact. Quarterly 2
Canvas checks on lesson plans. Weekly 3, 1
Teacher tutoring sign in sheets and SIS grade
reports.
Monthly 5

Organizational support. The organization plans to support the stakeholders’ critical
behaviors in several ways. Support for teacher tutoring will come in the way of the organization
communicating a clear and consistent message about expectations in tutoring students. It is in
teachers’ contracts to tutor for 30 minutes before school and 30 minutes after school. The
organization will support the teachers by communicating the message about tutoring to students
and parents on social media, email, and parent letters. Furthermore, the organization will
emphasis the importance of tutoring to students. Support for teacher-parent communication will
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come in the form of a communication guide. The organization will also work on communication
by using the parent club and parent advocates. Administration and counselors also will sit in on
any parent meetings or phone calls. Support for Culturally Responsive Pedagogy (CRP) will
primarily come in the form of a training program. The administration will also model CRP for
teachers in their classrooms so they see it in action. The organization will create small mentor
groups where teachers can discuss ideas, ask questions, and focus on additional professional
development. An administrator is the lead of each mentor group. Support for counselors comes
in the form of allowing the time and space for one-on-one counseling. The organization supports
the teacher-counselor relationship that is crucial in recognizing the students’ who need
counseling services.
Level 2: Learning
There are four letter abbreviations referred to in the learning section. D stands for
declarative knowledge. P stands for procedural knowledge. V stands for value and SE stands for
self-efficacy.
Learning goals. Stakeholders need to know:
1. What culturally responsive pedagogy is. (D)
2. High School graduation and college admission requirements. (D)
Stakeholders need to be able to do:
1. Assess and activate prior knowledge. (P)
2. Create a four-year high school plan. (P)
3. Tutor students in core subjects and college entrance tests .(P)
4. Value your role in a student’s journey to college. (V)
5. Be confident in ability to use new teaching strategies. (SE)
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6. Communicate with parents efficiently. (P)
7. Discuss grades with students. (P)
Program. The program recommended for teachers consists of in-depth teacher training
on Culturally Responsive Pedagogy. In addition to the training, there are several educational
components that are included about teacher pedagogy. Teachers will also be informed about their
tutoring responsibilities. Furthermore, digital job aides will also be provided to teachers. The job
aides include an internal and external communication guide and best practices for
communicating with students and families. The program lasts one school year and is delivered
through training, education, and job aides.
Evaluation of the components of learning. The learning goals will be evaluated in
several ways. They will be evaluated through surveys, documents, discussions, and observations.
In the following table, the letter refers to the abbreviations and the number listed as the learning
goals in the learning section.
Table 16
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”

Survey End of training D1
Create a four-year plan with a partner End of training D2
Procedural Skills “I can do it right now.”

Teacher Observations Quarterly P1
Analyze the document Semester P2
Parent communication survey Yearly P6
Grade increase Quarterly P7
Student survey Yearly P7
Attitude “I believe this is worthwhile.”

Discussion about value During training SE5

Confidence “I think I can do it on the job.”

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Teacher survey After training
Commitment “I will do it on the job.”

Self report of progress Semester

Level 1: Reaction
In the table below, there are three components to measure reactions to the implemented
program.
Table 17
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement

Attendance During training
Asking questions During training
Contributing to group work During training
Presenting information During training
Relevance

Survey During training
Customer Satisfaction

Survey End of training

Evaluation Tools
Immediately following the program implementation. There are several instruments
that will be used to evaluate the effectiveness of the implementation. Surveys will be created and
administered by the assistant Dean of Academics, learning management system documents will
be analyzed, teachers will be observed, discussions will take place, attendance will be
documented, and participants will present information. The observation protocol and document
analysis protocol are the protocols that were designed and used for the current study. They will
also be used as evaluation tools for the Kirkpatrick model.
Delayed for a period after the program implementation. There are three components
to the evaluation instrumentation that will be used several months after the implementation of the
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program. The first part of the evaluation instrument consists of analyzing documents, such as
students’ end of semester grade point averages and students’ end of year college acceptance lists.
The second part of the evaluation instrument consists of teacher classroom observations. The
third part of the evaluation instrument is a teacher survey (education.pa.gov, 2013; Appendix E).
Data Analysis and Reporting
A small packet of findings will be created in both cases. The grade point average findings
will be presented in graphs/charts to the School Board and President’s Council. The Naviance
reports will be lists. The college acceptances will be in charts/graphs. Teacher survey results will
be summarized in graphs/charts. Teacher observation quotes will be included. The reports can be
found in the shared Google drive, as well as a hard copy in the administration building.
Summary

The Kirkpatrick model was very useful for planning, implementation, and evaluation.
The planning was a lengthy, calculated process. Because the in-depth study identified
knowledge, motivation, and organizational gaps, it was crucial to critically think through the
implementation plan to gain the highest return. In Level 4, it became clear how the
implementation of the program would fulfill the organizational goal. Writing each level
meticulously through the end goal and how the plan would achieve that goal was thorough. Level
4, the reaction, is very useful to successful implementation. It is imperative to evaluate to
measure success and adjust where necessary. The intervention should prove to be valuable and
will deliver a high return.
Future Research
While the current study allowed new findings to emerge, there are still unanswered
questions in the research. Future study on African American male senior students who are 18
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years old, as well as their parents, is needed. The focus of this study would be similar to that of
the current study, but it would focus on students who have attended St. John’s High School for
four years. The future study will help strengthen this study if the students’ perceptions correlate
to that of the themes that emerged from the teachers’ documents, observations, and interviews.
In the current study, three male teachers of color used implicit bias and did not use
culturally responsive teaching even though they grew up similarly to that of the students
targeted. A future study with African American male seniors would strengthen or weaken this
finding. An additional finding was that not one teacher attempted a phone call with an African
American males’ parent, but they would rather take on the parent role themselves. A future study
with African American males’ parents would strengthen or weaken this finding.
An additional weakness in the study were the participants. Participants should have been
labeled by those who hold a California teaching credential and those who do not. Participants
were labeled by years of experience, subject taught, gender, and race/ethnicity only. In addition,
Latino males should be studied because, at St. John’s, they are performing at a higher level than
African American males. Future research on this topic could offer insight as to what is working
for the Latino population and if that can translate to the African American male population. The
African American male achievement gap is persistent and widespread. This is only the beginning
of the work that lies ahead. The researcher will continue to use her privileges to help others gain
equity, access, and opportunity.

94

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105

Appendix A
Document Analysis Protocol

Teacher
Participant
#:
Lesson
Topic:

Directions: Use this checklist to analyze written lesson plans. Indicate for each Lesson Component if the plan
Met Expectation (Y) or Did Not Meet Expectation (N) or if the item was Not Applicable (N/A)

Lesson Component Expectation
Met
Expectation
Did Not Meet
Expectation
Met?
Y/N or
N/A
Notes
Lesson Basics
Relevant Topic
Topic was relevant
for
subject/students’
level.
Topic was
relevant for
students.
Topic was
missing or not
relevant.

Standards
Stated Next Gen
and/or Common
Core standards
were addressed.
Standards were
stated (including
reference
number) and
matched
objectives and
activities.
Standards were
missing or not
addressed
adequately in the
activities.

Objectives
The objectives
were designed to
answer the
essential question
and clearly stated
what students
would be able to
do at the end of
the lesson (versus
what the teacher
would do or what
the students
should know).
Objectives
addressed the
essential
question and
matched what
was taught and
assessed.
Objectives were
missing, not
relevant, or did
not match what
was taught or
assessed.

Objectives
included active
verbs that
defined what
students would
be able do.
Objectives were
missing or did
not define what
students would
be able to do.

Prior Knowledge/
Connections
Pre-requisite skills
were identified
that matched the
lesson content and
the skills of
students in the
group.
Appropriate pre-
requisite skills
were identified.
Appropriate pre-
requisite skills
were not
identified.
Students had the
pre-requisite
skills needed to
perform the
activities
Students were
unable to
perform
activities due to
lack of pre-
requisite skills.
106

Lesson Component Expectation
Met
Expectation
Did Not Meet
Expectation
Met?
Y/N or
N/A
Notes
Cultural
Responsiveness
Student
appreciation and
understanding of
different cultures
is developed
through multiple
mediums.

Student
appreciation and
understanding of
different cultures
is developed.
Student
understanding of
different cultures
is not developed.

Instructional
Methods/Differentiation
A variety of
techniques/
methods were
identified that
were appropriate
to the learning
objectives and
allowed students
to acquire
information/skills
via a variety of
contexts. The
chosen techniques
were appropriate
for the learning
activities.
More than one
instructional
method was
identified and
used in the
lesson.
Only one or no
instructional
methods were
identified and
used in the
lesson.

Methods
matched the
purpose of each
activity.
Methods were
inappropriate for
the activities.

Scaffolded/ Guided
Concrete Practice
The instructor
broke skills down
into learnable
parts and provided
constructive
feedback.
Introduced
structured
activities that
allowed students
to practice skills
clustered into
increasingly
larger chunks.
Activities were
not structured to
offer
increasingly
difficult tasks.

Provided
guidance and
constructive
feedback while
students were
working on the
activities.
Feedback was
not constructive
or not offered
while students
were engaged in
practicing skills.

Lesson Activity
Plan
Communicative/
Collaborative

New skills were
practiced allowing
student interaction
and cooperation.
Effectively
organized
students into
differentiated
groups and/or
created an
interactive
setting.
No grouping
strategies were
employed that
effectively
allowed for
differentiation
and/or
interaction.
107

Lesson Component Expectation
Met
Expectation
Did Not Meet
Expectation
Met?
Y/N or
N/A
Notes
Set up tasks that
required
participants to
communicate
and collaborate.
Students were
not given the
opportunity to
interact and
operate in pairs
or small groups.
Monitored
students' use of
skills during
activities.
The instructor
did not
effectively
monitor groups
during activities.
Independent Concrete
Practice/ Application
New skills were
practiced by
individuals that
could transfer to a
real-world setting.
Provided the
opportunity to
work
independently
(either within the
class or as a
class
assignment).
No individual
work was
assigned.

The application
tasks
approximated the
demands of tasks
adult students
would need to
perform in real-
life.
Tasks were
absent or purely
skill-based
without
connections to
real world
applications.

Assessment
Assessment
activities
measured student
application of
objectives taught
in the lesson and
the instructor
provided feedback
following
assessment.
Designed
assessments that
provided the
opportunity to
demonstrate
mastery of the
skills taught in
the lesson.
No assessment
activity was
provided or it did
not measure was
practiced and
taught.

Provided
immediate,
positive, and
corrective
feedback
regarding the
assessment.
Instructor gave
no feedback or
did not provide
effective
feedback.

Wrap-up/ Concluding
Activity
Class reviewed
lesson objectives
and revisited the
essential question.
Students (rather
than the instructor)
were encouraged
to reflect on and
summarize the
lesson.
Provided the
opportunity for
students to recap
what was taught
and learned.
The instructor
summarized the
lesson or no
wrap-up
occurred.

108

Appendix B

Observation Protocol
Introduction:

My proxy researcher will enter the classroom very quietly before the tardy bell rings and find a
seat in the back of the classroom. This will be pre- arranged with the participant. She will use an
audio recorder and iPad to assist with the observation. The teacher will be observed for a 45-
minute class period. She does not plan to participate in the observation.
Teacher Participant #:

Time Period:

Classes/Subject Matter Taught:

Part A: Planning

Component of Practice Practices Observed
Please provide details of what you observed, aligned with each
component.
Planning for Subject Matter
Understandings:
How do the teacher’s plans build students’
subject matter knowledge, conceptual
understanding, procedural fluency, and/or
problem-solving skills?

Does the lesson planning appear to be a valued
task?

Planning to Support Students’ Learning
Needs:
How does the teacher use background
knowledge of students to target support for
individual students?

Differentiating to Support Students’
Learning:
How does the teacher plan to differentiate a
range of approaches to uncover and leverage
students’ prior knowledge, students’ cultural,
ethnic, and racial diversity, as well as students’
individual capacities for learning?

Planning Assessments to Monitor and
Support Student Learning:

109

How are the informal and formal assessments
selected or designed to monitor students’
conceptual understanding, procedural fluency,
and subject matter reasoning or problem
solving skills?

Part B: Instructing and Engaging

Component of Practice Practices Observed
Please provide details of what you observed, aligned with each
component.
Learning Environment:
How does the teacher demonstrate a caring,
empathic, and respectful learning environment
that supports all students’ engagement in
learning?

Engaging Students in Learning:
How does the teacher actively engage African
American male students?

Deepening Student Learning:
How does the teacher elicit responses from
African American males that promote thinking
and develop conceptual understanding,
procedural fluency and subject matter reasoning
or problem-solving skills?

Subject Specific Pedagogy:
How does the teacher use representations (e.g.,
models, examples, or other resources) to
develop African American male students’
understandings of subject matter concepts and
procedures?

Culturally Responsive Pedagogy:
How does the teacher create authentic, real-
world experiences and connections for
students?
How does the teacher elicit discussions of
diversity and develop student appreciation and
understanding of different cultures?

110

Part C: Assessing

Component of Practice Practices Observed
Please provide details of what you observed, aligned with each
component.
Analyzing Teaching Effectiveness:
How does the teacher use evidence to evaluate
and change teaching practice to meet African
American male students’ varied learning
needs?

Providing Feedback to Guide Learning:
What type of feedback does the teacher provide
to focus students’ learning?

Student Use of Feedback:
How does the teacher provide focused
opportunities for African American male
students to use their feedback to guide further
learning in the class?

Notes:

111

Appendix C
Interview Protocol
Welcome
First, I want to begin by thanking you for taking your time to meet with me. I would like to
provide a little background of my study. We are studying the achievement gap between African
American males and white males. We want to gain insight into how you as a teacher navigate
teaching and how you see this gap. We hope to improve our practices. When you answer these
questions, please remember the answers are all confidential. The school officials and others will
not see the data until it is de-identified and cleaned.
Transition into Body of Interview
Before you begin the interview, I want to make sure you are aware of several things. First, as I
mentioned above, this interview is completely confidential, and your name will not be disclosed
at any time. If you do not feel comfortable with a question or do not want to move forward at any
time, please just say so. I am cognizant of your time schedule so we will be done by the proposed
one-hour time limit. I follow strict ethical guidelines in the research process and have been
thoroughly trained on those guidelines. Do you have any questions about what I have said so far?
Do I have your permission to record the interview? Ok, if at any time we need to stop, please let
me know. When I ask these questions, please consider your general teaching practices and how
you teach and how this may be different with African American students.
Body of Interview
I am hoping we can start by having you share your name and a few other details about yourself.
112

1. How many years have you been teaching? What other places have you taught, if any?
(Demographic)
2. How do you assess a student’s prior knowledge? (Knowledge)
a. What, if any, are the indicators you notice that prior knowledge is less than that of peers?
3. How do you prepare for a new year and teaching new students? (Knowledge)
a. What information do you find helps you to prepare for teaching your students?

b. How do you connect with a new group of students? Particularly African American
male students? What type of background knowledge of the students do you have?

4. In what ways do you communicate with African American male students’ parents about
their achievement? Tell me about that. (Knowledge)
5. What does a culturally inclusive classroom environment mean to you? (Knowledge)
a. Describe how this environment looks in your class?
b. Tell me your thoughts on a teaching practice called Culturally Responsive
Pedagogy/Teaching, if any?
c. How confident are you in learning these new strategies? (Motivation)
6. Tell me about the expectations you have for your students ….. Do your expectations
differ for students? How so? For whom? (Motivation)
7. How much do you value the role you play in the students’ college eligibility?
(Motivation)
a. How much influence do you believe you have in a student’s preparation for college?
How so?
b. Tell me about any tutoring you offer students.

c. What subjects are included and why? Yours, SAT?

8. Tell me about any experiences you have had mentoring your African American male
students.

113

a. Have you experienced the presence of mentors on campus for these students?

b. What, if any, is their communication like with you? Explain.

9. What is communication with school counseling like for you as a teacher in general?

a. When a student struggles? (Organization)

10. How does the school counselor support teachers? How have you experienced support?
(Organization)

11. How do the school officials communicate the school’s mission, vision, and goals for

teachers in serving various levels of students in the classroom? (Organization)

a. Tell me about the effectiveness of the communication.

12. How inclusive do you feel AP and Honors courses are for African Americans students?
(Organization)
13. How do you feel the school and classrooms can better support African American male

students? (Knowledge & Organization)
14. How confident are you in your efforts to narrow the gap? What could the organization do
to support your efforts more so? (K, M, O)
15. What recommendations do you have about this in general for teachers? (K,M,O)

a. Where do you think we should go from here?

b. How can the organization support solving this problem?

114

Final Thoughts: I am wondering if there is anything that you would like to add to our
conversation today that I might not have covered.
Closing: Thank you very much for sharing your thoughts with me today. What you have shared
here today is very helpful in my study and I greatly appreciate your time and openness with me.

115

Appendix D
University of Southern California
Rossier School of Education
Organizational Change and Leadership

INFORMATION/FACTS SHEET FOR EXEMPT NON-MEDICAL RESEARCH

The Black/White Male Achievement Gap: Teachers as Change Agents

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 research study aims to understand how teacher’s navigate the Black/White male academic
achievement gap.

PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to participate in a 45-minute classroom
observation and a one-hour audio-taped interview. You do not have to answer any questions you
don’t want to; if you don’t want to be taped, handwritten notes will be taken.

ALTERNATIVES TO PARTICIPATION
Your alternative is to not participate. Your relationship with your employer will not be affected
whether you participate or not in this study.

CONFIDENTIALITY
Any identifiable information obtained in connection with this study will remain confidential.
Your responses will be coded with a false name (pseudonym) and maintained separately. The
audio-tapes will be destroyed once they have been transcribed. The data will be stored on a
password protected computer in the researcher’s office for three years after the study has been
completed and then destroyed.

The members of the research team, and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research
studies to protect the rights and welfare of research subjects.

INVESTIGATOR CONTACT INFORMATION
Co-Investigator Dr. Gina Horton via email at mhorton@aquinashs.net
Principal Investigator Amanda Egan via email at amandaeg@usc.edu or phone at (626) 864-2032
or Faculty Advisor Ekaterina Moore at ekaterim@usc.edu.

IRB CONTACT INFORMATION
University of Southern California Institutional Review Board, 1640 Marengo Street, Suite 700,
Los Angeles, CA 90033-9269. Phone (323) 442-0114 or email irb@usc.edu.
116

Appendix E

117

Abstract (if available)

Abstract The purpose of this study was to conduct a needs analysis in the areas of knowledge and skill, motivation, and organizational influencers necessary to narrow the African American male academic achievement gap at a Catholic high school in Southern California. The high school serves 550 students from diverse backgrounds. The methodology used for this study was a multiple methods approach that included eight core subject teacher participants. The participants’ lesson plans were reviewed, the participants were observed teaching, and the participants were interviewed. Three knowledge gaps were identified: (a) culturally responsive pedagogy, (b) activating prior knowledge, and (c) home-school connection. One motivation gap was identified: (a) self-efficacy. One organizational gap was identified: (a) professional development resources. The teachers feel supported by the organization in the area of school counseling, but they need additional resources and communication from the school administration to help narrow the African American male achievement gap. The study concludes with recommendations for future research and an implementation plan.

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Asset Metadata

Creator Egan, Amanda Elizabeth (author)

Core Title The African American male achievement gap: teachers as change agents

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 07/21/2020

Defense Date 05/29/2020

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

Tag achievement gap,African American male,culturally responsive pedagogy,implicit bias,OAI-PMH Harvest

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Moore, Ekaterina (committee chair), Brady, Melanie (committee member), Freking, Fred (committee member)

Creator Email amanda.egan@laverne.edu,amandaeg@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-334274

Unique identifier UC11665924

Identifier etd-EganAmanda-8709.pdf (filename),usctheses-c89-334274 (legacy record id)

Legacy Identifier etd-EganAmanda-8709.pdf

Dmrecord 334274

Document Type Dissertation

Rights Egan, Amanda Elizabeth

Type texts

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

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

Repository Name University of Southern California Digital Library

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