Date on Master's Thesis/Doctoral Dissertation
12-2018
Document Type
Doctoral Dissertation
Degree Name
Ed. D.
Department
Educational Leadership, Evaluation and Organizational Development
Degree Program
Educational Leadership and Organizational Development, EDD
Committee Chair
Ingle, William
Committee Co-Chair (if applicable)
Johnson, Detra
Committee Member
Brydon-Miller, Mary
Committee Member
Brooms, Derrick
Author's Keywords
black; successful; racism; lived experience; schooling
Abstract
This dissertation examined the contributing factors to the success of high achieving African American male high school students who attend an all-male, predominantly Black, college-preparatory academy. The study took place in an urban, Midwestern school district and highlighted the lived experience and perspectives of students who have at least a 3.0 grade point average. Through the lens of Critical Race Theory, this study was an effort to bring attention to counter narratives to the otherwise deleterious image portrayed of African American males. The history and plight of the African American male is included to provide a comprehensive understanding of the African American experience. Critical examination of data revealed findings around school experiences; influential people; and subsequent perceptions, values, beliefs. The implications of these findings and potential future research are included in the latter portion of this dissertation.
Recommended Citation
Speaks, De'Nay Lanise, "Counter narratives: a phenomenological study of high achieving African American male high school students." (2018). Electronic Theses and Dissertations. Paper 3096.
https://doi.org/10.18297/etd/3096
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Other Educational Administration and Supervision Commons, Urban Education Commons
