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Educator perceptions of policies tha...

Henley, L. Antonio.

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Educator perceptions of policies that may impact Black male high school persistence.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Educator perceptions of policies that may impact Black male high school persistence./
Author:	Henley, L. Antonio.
Description:	176 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2824.
Contained By:	Dissertation Abstracts International71-08A.
Subject:	African American Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3470100
ISBN:	9781124117362

Educator perceptions of policies that may impact Black male high school persistence.
Henley, L. Antonio.

Educator perceptions of policies that may impact Black male high school persistence. - 176 p.

Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2824.

Thesis (Ph.D.)--University of New Hampshire, 2010.

This study purposed to identify educators' perceptions about the academic state of Black males, explore the influence of policies on Black males' high school persistence, and examine differences in educator perceptions with regards to the impact of education policies on African American males. Findings indicate that educators believe that Black males are doing poorly academically and educators are concerned about the academic progress of Black males. Also, educators do not to believe that the majority of policies identified in this research have any significant impact on the high school persistence of Black males. Further, there are significant differences in educators' perceptions based on their role and their race. Finally, educators recommend mentoring initiatives, especially those that can employ African American males to serve as role-models, and they further urge parental involvement, particularly with regards to monitoring of academic work.

ISBN: 9781124117362Subjects--Topical Terms:

1669123
African American Studies.

Educator perceptions of policies that may impact Black male high school persistence.
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100 1 $a Henley, L. Antonio. $3 1678093
245 1 0 $a Educator perceptions of policies that may impact Black male high school persistence.
300 $a 176 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2824.
500 $a Adviser: Todd DeMitchell.
502 $a Thesis (Ph.D.)--University of New Hampshire, 2010.
520 $a This study purposed to identify educators' perceptions about the academic state of Black males, explore the influence of policies on Black males' high school persistence, and examine differences in educator perceptions with regards to the impact of education policies on African American males. Findings indicate that educators believe that Black males are doing poorly academically and educators are concerned about the academic progress of Black males. Also, educators do not to believe that the majority of policies identified in this research have any significant impact on the high school persistence of Black males. Further, there are significant differences in educators' perceptions based on their role and their race. Finally, educators recommend mentoring initiatives, especially those that can employ African American males to serve as role-models, and they further urge parental involvement, particularly with regards to monitoring of academic work.
590 $a School code: 0141.
650 4 $a African American Studies. $3 1669123
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Secondary. $3 539262
690 $a 0296
690 $a 0325
690 $a 0340
690 $a 0458
690 $a 0533
710 2 $a University of New Hampshire. $3 1017788
773 0 $t Dissertation Abstracts International $g 71-08A.
790 1 0 $a DeMitchell, Todd, $e advisor
790 $a 0141
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3470100