Advisor(s) - Committee Chair
Sherry Powers (Director), Tiffany Wheeler, and Antony D. Norman
Educational Leadership Doctoral Program
Doctor of Education
This study examined the influence of teacher practices on the engagement of African American males. Two teachers were selected for observation while teaching African American males. The teachers for this study were found to have a propensity to be culturally responsive and to exude some of those qualities while engaging the African American males. The observations were held in one high school with a high percentage of African American males. The observations, supported by field tested inventories, the Culturally Responsive Inventory Observation Protocol, and the Multicultural Education Awareness Survey, revealed that teachers with an understanding of inclusion and responsiveness (1) can positively and productively engage African American males, and (2) are committed to defying the odds of success for the African American male. This high level of engagement and contextual consideration of African American males yields success, mends systemic inability to connect with this group of students, and improves classroom environments. Implications and findings for the implementation of inclusive and engaging strategies for this group of students are discussed.
Bilingual, Multilingual, and Multicultural Education | Curriculum and Social Inquiry | Educational Leadership | Gifted Education
Marshall, John D., "Teacher Responsiveness to Engaging African American Males: A Qualitative Examination of Inclusion and Understanding" (2016). Dissertations. Paper 101.