Browsing by Subject "African American"
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Item African American Fathers? Perceptions of Childhood Overweight: An Exploratory Study(2012-02-14) Byrd, VanessaChildhood overweight/obesity (CHO) is a serious health concern for children and adolescents. Despite increased efforts to prevent CHO, prevalence rates have actually increased. Evidence suggests that parents are critical to successful interventions to reduce CHO among children. While research efforts aimed at parental inclusion have increased, limited research has been conducted to investigate fathers? perception of CHO, or their influences on their children?s health. The objective of this two-phase study was to answer three research questions: a) How does the extant literature operationalize African American parental perceptions of childhood overweight/obesity? b) What are African American fathers? perceptions of CHO? and c) How do African American fathers perceive CHO in relation to their own child?s weight status? Evidence-based studies reveal that fathers have the potential to play a significant role in CHO prevention. Phase one (literature review) revealed that published studies on parental perception of CHO either exclude fathers, include them only in data collection, and/or report no results specific to paternal perception. Thus, an exploratory qualitative study was needed to explore African American fathers? perceptions of CHO. In phase two (qualitative study), four fathers were interviewed about their perceptions of CHO and how they contextualize this problem. The results indicated fathers believe that weight categories are racially & culturally insensitive and do not account for individual health status or differences in body/bone structure, and that parents with overweight children are financially disadvantaged, irresponsible and overworked. Fathers also indicated that colloquial terms (e.g., chunky, husky, big-boned, thick) were commonly substituted medical definitions for overweight and that child/teen sports participation was motivated by health, as well as non-health related benefits (e.g., competitiveness, educational scholarships). Further, fathers? identification of CHO is subjective and includes visual means and parental assessment of health status (e.g., child mobility/activity levels). Implications of this study are that additional studies are needed to clarify fathers? roles in CHO and that future studies should consider complex familial structures, as well as reframe prevention efforts to focus on optimal child health as opposed to weight labeling and focusing on parents? accuracy in identifying weight categories.Item An analysis of the factors that influence achievement among Arican-American students(2009-05-15) Jackson, Tiffany OliphantThe landmark case, Brown v. Board of Education of Topeka, Kansas, ended segregation in public schools-changing the educational system in the United States forever. With the educational system constantly changing and incorporating new laws such as No Child Left Behind, African-American students struggle to achieve excellence. Many question if our educational system is truly failing our African- American students--contradicting the No Child Left Behind Act as many African- American students are left behind with no way of catching up. The Academic Excellence Indicator System (AEIS) report produced by the Texas Education Agency (TEA) indicated that African-American students scored lower than other ethnicities on the Texas Assessment of Knowledge and Skills (TAKS) test, the Scholastic Aptitude Test (SAT), and the American College Test (ACT). The lack of achievement by African-American students could possibly change if they were treated equally and if quality educational opportunities were present through instruction. The school system is key in building, as well as lowering the self-image of students. According to Kuykendall (1989), approximately 80% of African-American students have a positive image of oneself when they enter school, 20% still have this image by the time they reach fifth grade, but only 5% have a positive perception of themselves by their senior year in high school. The qualitative case study method was exercised in this study because it allowed the researcher to build a holistic picture of the phenomenon being studied. The participants in this study were four African-American students that have continuously excelled throughout their academic years. The primary instrument for this study was the human form. Emergent themes surfaced throughout the study. The themes included (I) Fear of being perceived as acting white, (II) More African-American educators are needed to act as role models, (III) Teachers' attitudes affect achievement, and (IV) Parental involvement is key. This research provides framework that is essential for African-American students, parents, and educators. It serves as a survival guide to ensure that all African- American children have the opportunity to be successful.Item An Examination of Elementary School Teachers' Belief about Their African American Students with an Analysis of Selected Characteristics of Schools in One Urban School District(2010-10-12) Marrero, OtonielThe purpose of this study was to examine the relationship between five factors: teacher efficacy, teacher beliefs, cultural responsive classroom management, cultural awareness, and cultural sensitivity among African American, European American and Hispanic American elementary school teachers. The five factors were part of eight factors originating from the Cultural Awareness and Belief Inventory (CABI) given to Pre-kindergarten through Grade 12 teachers in an urban public school district in Houston, Texas during the 2005-2006 school year. A MANOVA using SPSS was conducted for the sample of 208 teachers from grades kindergarten through fourth to assess whether differences exist between the ethnic groups. The five factors served as the dependent variables and the ethnicities of the teachers were the independent variables. A further analysis was conducted of the elementary schools which participated in the CABI for two purposes. The first purpose was to ascertain the number of teachers with strong efficacy beliefs, and the second purpose was to identify common and distinctive characteristics among those schools. Results were analyzed using standardized test scores from the Texas Assessment of Knowledge and Skills (TAKS) as well as Academic Excellence Indicator System (AEIS). The results of the MANOVA revealed a significant difference among the teacher ethnic groups only with Cultural Sensitivity. Further tests revealed the difference in Cultural Sensitivity, which could be explained by ethnicity, was relatively small. While African American teachers obtained slightly higher mean scores on some of the items related to the factors, the three teacher ethic groups had similar mean scores in the majority of the items. Each of the teacher groups demonstrated an overall optimism for the five factors, reflecting positive beliefs about African American students and their capabilities to achieve in school. Each of the five urban schools had similar but also distinctive characteristics. The analysis of the schools with high teacher efficacy revealed them to have a high number of economically disadvantaged students. The only other commonality was very high retention rates among the schools. The high retention rates were inconsistent with practices of effective schools.Item Attachment security and maternal characteristics as predictors of peer competence in African-American preschoolers(2013-08) Neckles, Debbie; Caldera, Yvonne M.; Colwell, Malinda J.; McCarty, MichaelThis study examined the antecedents and outcomes of attachment security from six to 36-months in a national sample of African American mothers and infants. Although attachment theory postulates that the attachment system is universal, cross-cultural research has demonstrated that the distributions of attachment classifications vary depending on culture studied and researchers have largely ignored understanding the antecedents and outcomes of attachment in different cultural groups. Data from the National Institute of Child Health and Human Development Study of Early Child Care (NICHD SECC) were used to examine the relationship between maternal sensitivity, acceptance (not spanking), and maternal progressive parenting attitudes, attachment security and peer relations skills. Logistic regression and canonical correlation were used to test the study hypotheses. Contrary to expectations of attachment theory, none of the main study variables were significantly associated with one another.Item The B.E.S.T. Connection Berryhill's Educational Stagecraft Training(2011-05) Berryhill, Tramaine Quinton; Jones, Omi Osun Joni L., 1955-; Cloyes, RustyIn this document I explore the history of African Americans backstage, detail the types of technical theatre training currently provided to young technicians and offer a program that targets African American high school students. The focus is on students who are already engaged and interested in the performing arts but may not have the resources or opportunity to explore design and technology. I spend time discussing models of mentoring, apprenticeship and coaching as examples of the types of training that my program will provide. This document concludes with the proposal of a program that will help educate young African Americans about careers in technical theatre and design. It is my desire to combine two ideas that have been with me my entire life, mentoring and performing arts education, into a program that helps to provide opportunity, ignite ambition, and guide students to success.Item The brave new world : the social and participatory behaviors of the modern suburban African American(2011-08) McGowen, Ernest Boyd, III; Philpot, Tasha S.; Shaw, Daron R; Roberts, Brian E; Luskin, Robert C; White, Ismail KHave steady increases in socioeconomic status (SES) and occupational prestige along with changes in residential context and subsequently social networks necessitated a shift in our understanding of Black political participation and group identity? Specifically, how does the unique political environment facing African-American residents in majority Anglo suburbs attach unique utilities to participation, different from their neighbors or even their own co-ethnics that reside in the central city? I argue that African Americans in majority Anglo areas who expend political resources in the most proximate races will derive a negligible benefit. Further, these citizens’ most proximate residential and social network contexts heighten feelings of minority status. Consequently, I contend this class of Black voters are pushed away from the traditional forms of participation (i.e. voting for the congressman or local school board representative) and towards non-traditional, and more resource costly, forms of group directed participation which also come at much higher utilities.Item Caucasian parents' experiences of adopting african-american/biracial children: a phenomenological exploration(Texas Tech University, 2008-05) Miller, Bobbi Jean; Wampler, Karen S.; Ivey, David C.; Kimball, Thomas G.; McGovern, Thomas F.The transracial adoption of African-American and biracial children has been the subject of much criticism and debate. Many of the criticisms levied against transracial adoption rest upon concerns about Caucasian parents’ motives in adopting these children and their ability to parent minority children effectively (Hollingsworth, 1999). Despite these concerns, little research has been conducted that explored the motives and experiences of parents who had chosen to adopt African-American or biracial children. The small body of literature that explored the experience from the parents’ perspective is largely outdated (e.g., Falk, 1970; Feigelman & Silverman, 1983), defined transracial more heterogeneously (e.g., Dore, 1995; Flores de Kistler, 1995), or did not focus on the experiences of couples (e.g., Moosnick, 2001). Given the many changes in adoption policy and overall societal views that have taken place since this past research was conducted, as well as the particular challenges these children face in the adoption system, more current exploration of the topic was warranted. This study used a phenomenological methodology in an attempt to gain a deeper understanding of a complex experience that has been the subject of much debate. The sample consisted of 6 heterosexual, Caucasian married couples (12 participants) who had adopted an African-American or biracial child. Participants had adopted a 2 year old or younger child within the past 5 years. A total of four interviews were conducted with each participant (2 couple interviews and 2 individual interviews). Participants were asked to describe the process of adopting their child and what it was like to become a father/mother through transracial adoption. Five categories emerged from their experiences, including: (1) making the decision to adopt transracially, (2) my child is African-American/biracial and a member of our family, (3) we are tuned into your perception of us, (4) the impact of transracial adoption on our lives, and (5) reflecting on our experience. In addition, themes that emerged as part of these categories are reported and discussed. Results were situated within the existing literature and the clinical, research, and policy implications, as well as limitations of the current study were discussed.Item Comparison of perceived stress, allostatic load and racial discrimination in different cultural groups of pregnant black women(2008-07-07) Jennifer L. Musgrave-Kelly; R. Jeanne Ruiz, PhD, RN; Sheryl Bishop, PhD; Kay Avant, PhD; Carolyn Phillips, PhD, RN; Alice Hill, PhD, RNOver 26 billion healthcare dollars are spent annually in the United States on the management of pre-term labor and the care of infants born prematurely. Studies have found that elevated levels of stress and anxiety during pregnancy significantly increase women’s risks for poor perinatal outcomes. Previous research studies also suggest differences in stress response may exist between black women born in the U.S. and foreign-born. The purpose of this study was to compare racial discrimination and different measurements of stress, including perceived stress and allostatic load score, in two different cultural groups of African American women. \r\n The specific aims of the research project were to: 1) determine if differences exist between African American women born in the United States and those who are foreign-born on perceived stress, measures of allostatic load and racial discrimination; 2) examine the relationships between racial discrimination, perceived stress, age, income, number of hours worked weekly, gestational age, total allostatic load score and measures of allostatic load in a sample of pregnant African American women; 3) determine the best model from the study variable set that predict each of the study variables. \r\nThe findings suggest the only variable that was statistically different between the two groups of African American women was the mean BMI (U.S.-born mean BMI 31.99 vs foreign-born mean BMI 25.58; p<0.02). Also, clinically significant differences were noted, such as a difference in ages (U.S.-born mean age 23.81 vs foreign-born mean age 30.25), income (U.S.-born mean income $2,385 vs foreign-born mean income $3,108) and measurements of stress (U.S.-born mean PSS score 18.11 vs foreign-born mean PSS score 16.20) and racial discrimination (U.S.-born mean RDS scores 24.01 vs foreign-born mean RDS score 17.25). When examining the entire sample there was a positive correlation between income and perceived stress (r = -0.43; p < 0.019) and between perceived stress scores and racial discrimination scores (r = 0.34; p < 0.063) . Regression models revealed income and racial discrimination predicted perceived stress scale scores (p < 0.023).\r\n The findings provided supporting evidence in the identification of perceived stress and racial discrimination in pregnancy. Additional support was provided for the differences that exist between different groups of women within the same ethnic group. Future research is needed to understand how socio-demographic and psychological variables place a mother and her baby at risk.\r\nItem Considering the disparate impact of test-based retention policy on low-income, minority, and English language learner children in Texas(2011-12) Patrick, Ertha Smith; Vasquez Heilig, Julian; Butler, Shari; Reddick, Richard; Rhodes, Lodis; Reyes, PedroThis dissertation evaluates disparate impact of test-based retention (TBR) policy on historically disadvantaged student groups in the State of Texas, and determines school characteristics that statistically predict retention and may contribute to disparate impact. The research literature on TBR is limited, as most grade retention research precedes the increase in use of TBR policy across the United States. Based on descriptive analysis, there were considerable increases in retention rates for low-income, African American, Latino, and English Language Learner (ELL) children compared to their less-disadvantaged counterparts, after TBR was implemented. Using multiple regression analysis, schools with higher percentages of low-income students, ELL students, beginning teachers, and higher percentages of low-income students in their school district were found to have higher retention rates while schools with higher percentages of White students, White teachers, and Latino teachers were found to have lower retention rates. Additionally, school retention rates were found to vary according to accountability rating.Item Culturally and Linguistically Responsive Instruction in Primary Reading: The Power of Knowledge and Focused Pedagogy in Eliminating the Achievement Gap for African American Students(2012-04-19) Simpson-Butler, Johnna; White, Cameron; Busch, Steven; MacNeil, Angus; Amine, RayyanThe purpose of this study is to explore best practices in meeting the needs of African American students in the primary grades and to investigate teachers’ knowledge of Culturally and Linguistically Responsive Instruction (CLRI). The mixed method, sequential-explanatory design included the collection of both quantitative and qualitative data. The quantitative portions of the study incorporated cross-sectional, descriptive research to ascertain teachers’ knowledge and perspectives of CLRI, as well as a non-experimental, comparative analysis of African American and Caucasian student performance. Qualitative data collected through a semi-structured discussion group expounded upon the quantitative phases of research. A mixed data analysis integrating all three data sources provided insight into designing effective classroom instruction and addressing the achievement gap. The findings from this research imply that primary educators who endeavor to learn about and value students as individuals, understand each student’s level of progress as a reader, and act upon this collective knowledge with an instructional methodology that influences how students approach new learning will find greater success in meeting the needs of African American students.Item Depression treatment by race : an examination of pharmacotherapy, provider, complementary and alternative medicine (CAM) and associated alcohol and drug abuse(2009-05) Fleming, Marc L.; Barner, Jamie C.; Bettinger, Tawny L.; Brown, Carolyn M.Objective: To determine: 1) 12-month prevalence rates of major depressive disorder (MDD) by race, comparing African Americans and Hispanics with whites, while controlling for covariates; 2) if there are any differences in treatment (i.e., pharmacotherapy, provider, and CAM) for MDD among African Americans, Hispanics and whites diagnosed with major depressive disorder (MDD) in the past 12 months; and 3) if there are any racial differences in DSM-IV diagnosed alcohol and/or drug abuse among those with a diagnosis of 12-month MDD. Methods: This retrospective study utilized data from the National Comorbidity Survey-Replication, which was designed to collect information on the mental health status of a nationally representative sample (n = 9282) of U.S. adults. Respondents with an MDD diagnosis in the past 12 months were included. The dependent variables were: 12-month MDD, pharmacotherapy, provider (mental health specialist), CAM and alcohol and/or drug abuse. Pharmacotherapy was examined by assessing respondents’ reported antidepressant use and whether the medication used was an SSRI/SNRI. The primary independent variable was race. Additional covariates included: age, gender, income, education, marital and employment status. Logistic regression was used to address the study objectives. Results: African Americans were significantly less likely to be diagnosed with MDD during the preceding 12-month period, when compared to whites, while controlling for covariates (OR= 0.6, p = 0.0169). Other significant variables for prevalence were female gender (OR= 1.8, p <0.0001), divorced/separated (OR= 2.0, p <0.0001) and not in the labor force (e.g., homemaker/retired) (OR= 1.5, p = 0.0033). Although African Americans and Hispanics reported lower antidepressant use, the results were not significant. With respect to SSRIs/SNRIs, African Americans reported significantly lower use, when compared to whites (OR= 0.3, p = 0.0309). Hispanics in the study were less likely to see a mental health professional (OR = 0.2, p = 0.0002). CAM use was significantly lower among individuals with less than 12 years, 12 years and 13 to 15 years of education (OR = 0.3, p = 0.0110; OR = 0.3, p = 0.0035; OR = 0.7, p = 0.0368, respectively) when compared to respondents with 16 years or more of education. When examining alcohol and/or drug use in those with diagnosed MDD in the preceding 12 months, females were less likely to be abusers (OR = 0.4, p = 0.0204). Conclusion: Among respondents with a diagnosis of MDD, race plays an important role in the types of treatment utilized to manage the disorder. Considering, the disability associated with depression, greater efforts are needed to improve antidepressant therapy for African Americans and mental health specialty treatment for Hispanics.Item Empowering silenced voices : counseling techniques for Black rape survivors(2014-05) Roberts, Davia; Cokley, Kevin O. (Kevin O'Neal), 1969-In the United States, Black women are more likely to be sexually victimized than any other ethnic group. Despite the higher rates among Black women, there is little research that provides therapists with approaches and techniques that are culturally specific to Black women. Instead, most literature has focused on women as a whole, rather than examining the different cultural values and forms of support that are needed for recovery in different ethnic groups. Therefore, this report will provide therapists with a sociocultural lens to increase awareness of the Black woman's identity, while suggesting a Womanist theoretical approach to group psychotherapy as an ideal method of treatment.Item Engaging African American male students in predominately white community colleges : the impact of teaching excellence(2011-12) Darville, Christopher John; Reddick, Richard, 1972-Although community colleges offer opportunities for diverse students to achieve their educational goals, African American males continue to rank at the bottom of most academic success measures such as semester-to-semester retention and degree completion. Research shows that factors associated with teaching excellence (how well a faculty member exhibits enthusiasm, clarity, preparation/organization, stimulation, and love of knowledge) should encourage student engagement. The following research questions are proposed for this study: 1. How do faculty discuss teaching excellence relative to the academic engagement of African American males? 2. How do African American male students discuss the importance of faculty members’ race in relationship to their academic engagement? 3. How, if at all, does the age of an African American male student impact his academic engagement? 4. How do first-generation and second-generation collegiate African American male college students differ, if at all, in academic engagement? To conduct this research, a mixed method paradigm will be used. A quantitative instrument will be utilized to identify highly engaged African American male students and those who teach them. Qualitative analysis will lead to discovery of how teaching excellence affects the engagement of the target population of students. This research will add to current literature by examining the impact of the criteria of teaching excellence on African American male students in predominately white community colleges.Item Examining help-seeking attitudes in African American collegians : the role of minority student stress, out-group comfort, cultural congruity, and counselor racial preferences(2014-08) Jones, Bianca Joanvye; Cokley, Kevin O. (Kevin O'Neal), 1969-In recent years, scholars have moved beyond attributing academic difficulties to cognitive and personal characteristics of African American students, and have begun to consider the effects of the predominantly White university (PWU) setting on the educational and psychological outcomes of Black collegians. Unfortunately, the literature paints a bleak picture of the social context of African American students at PWUs which ultimately impedes students' academic persistence and achievement (Gloria, Kurpius, Hamilton, & Wilson, 1999) as well as psychological wellness (Prelow, Mosher, & Bowman, 2006). The psychological ramifications of social and educational conditions for African American students at PWUs, along with higher attrition rates would substantiate the tremendous use of campus mental health services by this student population. Yet, the literature reveals that even when services are easily accessible and are provided for free or at extremely discounted prices, African American students choose not to seek professional psychological help (Nickerson, Helms, & Terrell, 1994). Drawing upon the psychosociocultural theoretical framework proposed by Gloria and Rodriguez (2000), this study examined if variables specific to the PWU environment - minority student stress, out-group comfort, and cultural congruity - served as predictors of attitudes towards seeking professional psychological help in a sample of African American collegians. This study also analyzed if counselor racial preference served as a mediator between the predictors and help-seeking. Survey data were collected from 198 Black college students attending a large, PWU in the Southwest. Results revealed that cultural congruity was the only significant predictor of help-seeking attitudes, and counselor racial preference was not a significant mediator. Exploratory analyses indicated gender differences in the relationship between the psychosociocultural variables and counselor racial preferences. Implications for practice and research in counseling psychology are discussed.Item Examining the Perceptions of Urban African American Elementary Teachers: The Implementation of Culturally Responsive Materials Into the Classroom(2012-02-14) Hicks, JohnettaThe purpose of this study was to examine the relationship between urban teachers? perceptions and their implementation of culturally responsive materials into the classroom. Specifically, this study examined the influences of age, years of teaching experience, level of education, professional development, and prior knowledge with culturally diverse populations on perceptions of implementing culturally responsive materials into urban elementary classrooms. Based on the results of this research, the variables of age, teaching experience, and professional development were found to affect how teachers value culturally responsive materials. This suggests that variables can have important ramifications for educators and administrators in urban and culturally diverse schools.Item Examining the world of subcultural existence: a descriptive analysis of African American management experiences and values(Texas A&M University, 2007-04-25) Stephens, Chandra D.As today's global businesses acknowledge the criticality of being competitive in international markets, this new awakening also compels these businesses to not just understand the diverse cultures across which they manage and operate, but to also recognize the impact of their own cultural grounding within their business contexts. However, there is comparatively less attention given to the subcultural aspects of business culture. Acknowledging a gap in research examining attitudes of subcultures in a single nation to particular management approaches, Peppas conducted a comparative study in 2002 between the subcultures of African Americans and Euro Americans regarding 18 values statements framed around the managerial functions. This study builds upon that quantitative research addressing specifically the management values of the African American subculture. However, while this study is similarly framed around some values examined in Peppas' research, the purpose of this study was to explore the African American subcultural experiences in practice through qualitative inquiry, presenting the informants' emic views to understand uniqueness or commonalities of their management values (attitudes, beliefs, and behaviors). The methodology utilized a purposive sample of 10 African American managers across technology, financial services, oil and gas, healthcare, and banking industries. This basic qualitative, exploratory study employed semi-structured interviews framed around some of the management values examined in the Peppas study in 2002. The data specifically revealed insight regarding aspects of management values of planning, evaluating, innovating; organizing and controlling; recruiting, selecting, rewarding; leadership; communication; and relationships between work and social life. The findings in this study mainly corroborate the findings of related values in the Peppas study of 2002. However, interpretation of the informants' behavioral experiences sometimes contrasted to their expressed beliefs. Emergent themes reveal a consistency in the belief of these African American managers that they are observed more closely than other non-minority managers and that they are challenged and tested by others particularly because they must prove their worthiness. Also, entrenched educational values proved common across all informants' experiences.Item Factor influencing the recruitment and retention of undergradutes as reported by African-American graduates of Texas A&M University between May 1998 and December 2003(Texas A&M University, 2005-11-01) Harnsberry, John GabrielThe purpose of this study was to examine the influential effects various factors had on the recruitment and the retention of African American undergraduates at Texas A&M University, as perceived by those African Americans who had successfully completed their plans of study and received baccalaureate degrees between May 1998 and December 2003. Data were acquired through e-mail surveys in which three massive e-mailings were broadcast from the collected files of The Association of Former Students of Texas A&M. In this survey, the questionnaire contained closed-ended questions with five-part Likert-type responses. Additionally, the African American alumni were provided the opportunity to recommend additional practices for future recruitment and retention of African American undergraduates at A&M. An extensive review of the literature that supports this record of study regarding recruitment and retention of African American undergraduate students was made, and in the review, family involvement in education and home/school/campus characteristics revealed numerous studies that support the positive relationship between family involvement in education and success. There is, however, evidence of barriers, frustration, and discouragement experienced by these African American undergraduate stakeholders in their campus relationships. Research findings of this study included: 1. The research showed that for this population, the academic standing of A&M is the most influential recruitment practice. Recruitment efforts should concentrate on the most effective recruitment strategies by developing materials that highlight and focus on academic standing as reported by leading publications indicating how A&M is ranked against colleges and universities across the nation. 2. The research showed that the available curriculum at A&M is also an influential recruitment practice. From data discovered in this research, engineering, computer technology, psychology, and journalism were the most popular curriculum attraction to African American students. Implications from the research include: 1. One significant difference was the finding that the African American females looked more favorably on an institution of higher learning that had a larger enrollment. 2. The other significant difference was the finding that African American males looked more favorably at institutions of higher learning that held higher national ranking in sports in which they were interested.Item Five African American Male Superintendents and Their Leadership in Diverse School Districts in Texas(2012-11-29) Smothers, Aneil 1968-The focus of this research is in the area of African American male superintendents and their leadership in diverse settings. The research approach adopted in this dissertation used semi-structured interviews with five African American male superintendents that consisted of three main issues: (1) personal; (2) leadership quality/effectiveness and (3) impact on student academic performance. The findings from this research provide evidence that: superintendents believed they gained their focus on education by having strong parental influences; each superintendent believed that their involvement in sports helped them to sharpen their leadership skills at an early age; they believed in having systems in place to monitor and track the performance of their district; being visible in the community has helped to garner support from all stakeholders; and being educated during the civil rights era taught the superintendents a lot about equity issues. The main conclusions drawn from this research were that superintendent efficacy, professional development and a goal toward academic success for all students were the components demonstrated by these district leaders. This research recommends that superintendents have professional development to strengthen strong people skills, create mentorships and shadow-mentoring programs for both African American male superintendent candidates and practicing African American male superintendents new to the job or new to their district, emphasize diversity in leadership, investigate superintendency preparation programs at the university level to address racial issues, and research studies should be more specific on the office of the superintendency.Item Four African American Male Principals and Their Leadership in Urban Elementary Schools(2014-04-29) Moultry, Edrick GeorgeThis research study was conducted as a qualitative study on four African American male elementary principals. The qualitative research framework was selected to examine and give voice to the life experiences and leadership practices of four African American male administrators of urban elementary schools. The purpose of the study was to expand the limited research base regarding the lived experiences of the principalship from the participants? point of view as they are able to apprise other administrators on the issues of leadership in diverse school settings. The guiding questions were, (1) what personal characteristics attributed to these African American male principals success in elementary urban education; (2) how did the selected African American male principals exercise and interpret their acts of leadership; and (3) what were these African American male principals? perceptions about leadership as related to student outcomes in an urban elementary school. The results of this study yielded the following as it related to the voices of four African American male principals and their leadership in urban elementary schools:(1) many forms or ways of leading were practiced by the principals; (2) their upbringing or journeys to the principalship were different, however they wanted to make a difference in the lives of students; (3) the guidance from people around them played an instrumental part in the principal leadership practices; (4) they believed that hiring quality teachers was important to the success of the schools they led; and (5) they viewed acts of caring as essential to building relationships.Item Four African American Undergraduate Students And Two White Professors: Reflections of a Difficult Dialogue Program at a Predominantly White University(2013-05-09) Green, Monica RoshawThis qualitative, phenomenological study examined the experiences of four African American undergraduate students and two White professors, all current or former affiliates of a predominantly White university (PWI) in the Midwest. The objective was to gain an understanding of whether their experiences were ones that have been addressed in the past and recent research surrounding why African American undergraduates leave college before graduating and to determine if any changes in practices of beliefs occurred since their participation in the Difficult Dialogue. The data were collected using the evaluations from the Difficult Dialogue event and in-depth interviews. The data were then analyzed using a narrative analysis where recurring themes were highlighted and used to find dominant themes. The study confirmed findings that students feel isolated while attending a predominantly White college. New findings in the professor-student engagement include: 1) lack of student self-advocacy in the student-professor relationship 2) lack of professor awareness of students? feelings of exclusion and isolation, 3) professor discomfort in reaching out to African American undergraduate students, and 4) an overall lack of awareness of one another?s feelings. The most salient conclusions from these encounters with African American undergraduates and professors was that an opportunity to communicate in a purposeful dialogue or the process of ?thinking together? collectively allowed group participants to examine their preconceptions and prejudices, as well as explore the creation of new ideas.
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