Date of Award
Doctor of Education
Dr. Charles C. Warfield
Several areas are often identified as barriers to the academic achievement of African American males. They include racial inequality, segregation between schools, segregation within schools, cultural insensitivity to learning styles, the theory of cultural deprivation, teacher/student interaction, and the discipline of African American students. The study was conducted in a Midwestern school with a predominantly African American student body and faculty at the end of the final grading period before graduation. This study of 12th-grade males sought to determine if the climate of an African American high school with African American administrators and faculty would enhance the achievement of African American males. Climate was defined as students' perceptions rather than faculty's and was measured by administering the National Association of Secondary School Principals (1987) Student Satisfaction Survey. Items used to measure perceptions included satisfaction with teachers, satisfaction with schoolwork, satisfaction with discipline, satisfaction with decision-making opportunities, and satisfaction with communication. The .05 alpha level of significance was used and the findings of the study revealed that of the five areas surveyed, there were statistical differences between the satisfaction of the sample group and the normative group. These areas were satisfaction with schoolwork, discipline, and decision-making opportunities, with no statistical differences in the areas of satisfaction with teachers and communication.
Mason, Loistean, "A Case Study of Academic Achievement of African American Males" (1996). Dissertations. 1717.