Full Citation
Title: A mile in my shoes: Teacher interactions and school practices that influence pre-adolescent African American males to devalue/disengage from school
Citation Type: Dissertation/Thesis
Publication Year: 2015
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Abstract: Nieto (2009) asserts, "Educational researchers, teachers, and policy makers have all had their say about what causes school achievement or failure" (p. 11). Students, however, are rarely involved in the conversation, and the voices of students from disempowered groups and communities are often not heard. Given the number of problems facing African American males in PreK-12 schools, research must shed light on their day to day realities in schools in an effort to challenge mainstream accounts of their experiences. Knowing several of the issues concerning the schooling of Black males typically begin in elementary school (Ferguson, 2001; Kunjufu, 2004), I sought to capture the salient schooling experiences from five pre-adolescent Black male students who have been labeled as "at-risk" by their school using a qualitative, case study methodology. Drawing on data derived from document analysis, as well as individual and focus group interviews, this study's findings reveal that many factors, such as their interactions with teachers and various school policies, influenced the students to disengage and/or devalue school.
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Authors: Anderson, Rashad
Institution: University of South Carolina
Department: Education
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Degree: Doctor of Philosophy in Foundations of Education
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Pages: 230
Data Collections: IPUMS USA
Topics: Education, Race and Ethnicity
Countries: United States