Degree
Doctor of Philosophy (PhD)
Department
Education
Document Type
Dissertation
Abstract
This case study explored eight middle school teachers’ experiences working with Black adolescent males at different Louisiana schools. The selected participants represented various identities and shared their perceptions of their teaching and management practices. This case study also examined the teachers’ mindsets and beliefs about teaching Black male students. Finally, the teachers discussed how they perceive their own racial identity, gender, socioeconomic class, and other identities when working with Black males. I explored their experiences by conducting face-to-face semi-structured interviews. A comparative within-case and cross-case analysis was used to review the data and connect it to the research questions that guided this study. Due to the dismal trajectory and discourse often linked to Black males, the findings of this study strived to offer effective and practical responsive teaching and management practices that may preclude negative experiences.
The contents of this case study presented information on the disregard of Black males in the educational system. The background provides context to the foundation and purpose of this research. However, the findings discussed in later chapters shed light to a different narrative, which consist of teachers’ attempts of fostering pride in Black identity and valuing the lives of their Black males students through the integration of culturally responsive practices. In fellow educator and proclaimed freedom fighter, Tyson Amir’s (2016) book entitled, Black Boy Poems, he asserted education as a pathway of learning about one’s self and using the knowledge to extract from labels and generalizations. Furthermore, In Carter G. Woodson’s (1933) work, The Mis-Education of the Negro, he declared that Black students learn more about White history than their own history, thus often are miseducated in the sense of denying who they are through the assimilation on Eurocentric culture. As the teachers in the case study discussed their experiences, their proclamations reflect their efforts in educating Black males in a way that promotes and affirms positive Black identity
Date
8-13-2017
Recommended Citation
Dean, Latrisha Yvette, "Educating the "Miseducated": A Case Study of Middle School Teachers’ Experiences Providing Culturally Responsive Practices for Black Male Adolescents" (2017). LSU Doctoral Dissertations. 4096.
https://repository.lsu.edu/gradschool_dissertations/4096
Committee Chair
Hayes, Sonya
DOI
10.31390/gradschool_dissertations.4096