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Identifying successful interventions...

Lezama, Keith Cassimero, Jr.

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Identifying successful interventions that lead to academic success for African American males in secondary education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Identifying successful interventions that lead to academic success for African American males in secondary education./
Author:	Lezama, Keith Cassimero, Jr.
Description:	140 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	African American studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3618474
ISBN:	9781303868177

Identifying successful interventions that lead to academic success for African American males in secondary education.
Lezama, Keith Cassimero, Jr.

Identifying successful interventions that lead to academic success for African American males in secondary education. - 140 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2014.

This item must not be sold to any third party vendors.

Abstract African American males are at risk and likely to lack success in secondary education because of the privation of educational opportunities and resources that affects their future. These disadvantages negatively impact achievements of Black boys much more than achievements of Black girls. As such, this study will specifically focus on the interventions that have led to the success of African American males. The intractable problems of African American males are compounded each day by negative portrayals of who they are. Their paths are uncertain and their hopes and dreams are diminished by negative assumptions and stereotypes, hindering their academic achievement and, thus, denying them the foundation for growth. Studies and literature about the academic achievement of African American males too often focus on the deficiencies rather than the achievements of a group of people who have fought to overcome injustices, inequality, prejudice and racism. This doctoral thesis is a qualitative case study analysis rooted in autoethnography that examines the lives of six African American males who have experienced success in high school with the support and guidance of the Boys to Men mentoring program. Boys to Men mentoring program was established in 2009 in a suburban city in the Northeastern United States with the goal to empower, inspire and motivate African American males to be successful in all aspect of their lives. The researcher will utilize an autoethnography approach to describe and analyze the researcher's personal experience with the founder of the Boys to Men program, highlighting the importance and often overlooked value of mentorship and the power of human connection in education. The researcher will illustrate this phenomenon though unveiling the evolution of their relationship through storytelling. This study is guided by two primary research questions. How was social and academic excellence promoted among African American male students? How did specific interventions empower, motivate, and inspire young men to be successful in their academic lives? The theoretical framework utilized for the research study is a Social Identity theory. Social Identity theory assists in understanding the psychological cognition and non-cognition behaviors of individuals in relation to membership within their ethnic group. Tajfel and Turner (1979) contend that Social Identity theory helps explain intergroup behavior and is a source of understanding one's sense of social identity and belonging to the social world. Social Identity Theory provides a framework for understanding the development of self-esteem. The literature review highlights and provides a historical overview of the educational lived experiences of African American males since the inception of the Trans-Atlantic slave trade. This study is significant because it identifies successful interventions and factors that have led to the improved achievement of African American males who attended Brookline High School, a predominately white public secondary institution; known for its academic rigor and robust curriculum. Moreover, this study highlights participants' responses describing their lived experiences as scholars and how particular interventions have or have not influenced their lives. Furthermore, this study shifts from focusing on the deficiencies of Black boys to placing more emphasis on their achievements. It is important to note that the researcher uses the terms "African American males" and "Black boys" interchangeably.

ISBN: 9781303868177Subjects--Topical Terms:

2122686
African American studies.

Identifying successful interventions that lead to academic success for African American males in secondary education.
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245 1 0 $a Identifying successful interventions that lead to academic success for African American males in secondary education.
300 $a 140 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Advisers: Kristal M. Clemons; Lynda Beltz.
502 $a Thesis (Ed.D.)--Northeastern University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Abstract African American males are at risk and likely to lack success in secondary education because of the privation of educational opportunities and resources that affects their future. These disadvantages negatively impact achievements of Black boys much more than achievements of Black girls. As such, this study will specifically focus on the interventions that have led to the success of African American males. The intractable problems of African American males are compounded each day by negative portrayals of who they are. Their paths are uncertain and their hopes and dreams are diminished by negative assumptions and stereotypes, hindering their academic achievement and, thus, denying them the foundation for growth. Studies and literature about the academic achievement of African American males too often focus on the deficiencies rather than the achievements of a group of people who have fought to overcome injustices, inequality, prejudice and racism. This doctoral thesis is a qualitative case study analysis rooted in autoethnography that examines the lives of six African American males who have experienced success in high school with the support and guidance of the Boys to Men mentoring program. Boys to Men mentoring program was established in 2009 in a suburban city in the Northeastern United States with the goal to empower, inspire and motivate African American males to be successful in all aspect of their lives. The researcher will utilize an autoethnography approach to describe and analyze the researcher's personal experience with the founder of the Boys to Men program, highlighting the importance and often overlooked value of mentorship and the power of human connection in education. The researcher will illustrate this phenomenon though unveiling the evolution of their relationship through storytelling. This study is guided by two primary research questions. How was social and academic excellence promoted among African American male students? How did specific interventions empower, motivate, and inspire young men to be successful in their academic lives? The theoretical framework utilized for the research study is a Social Identity theory. Social Identity theory assists in understanding the psychological cognition and non-cognition behaviors of individuals in relation to membership within their ethnic group. Tajfel and Turner (1979) contend that Social Identity theory helps explain intergroup behavior and is a source of understanding one's sense of social identity and belonging to the social world. Social Identity Theory provides a framework for understanding the development of self-esteem. The literature review highlights and provides a historical overview of the educational lived experiences of African American males since the inception of the Trans-Atlantic slave trade. This study is significant because it identifies successful interventions and factors that have led to the improved achievement of African American males who attended Brookline High School, a predominately white public secondary institution; known for its academic rigor and robust curriculum. Moreover, this study highlights participants' responses describing their lived experiences as scholars and how particular interventions have or have not influenced their lives. Furthermore, this study shifts from focusing on the deficiencies of Black boys to placing more emphasis on their achievements. It is important to note that the researcher uses the terms "African American males" and "Black boys" interchangeably.
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650 4 $a Education. $3 516579
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