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theses

Research in the field of urban education has identified multiple challenges facing African American males in public school systems. The need for teachers and school personnel who understand these unique issues is paramount. Teachers have a direct impact on students and positive relationships with them are among the best predictors of success. This exploratory study examined urban high school teachers’ experiences of working with African American male students. Eleven participants, who were teaching or had previously taught in an inner city public high school and were identified as effective by their fellow faculty members, were interviewed about their experiences working with these students. The purpose of this study was to gain an in-depth understanding of the types of strategies used by teachers when establishing and maintaining positive relationships with African American male students. An interview questionnaire composed of open-ended questions was developed to explore the approaches these teachers utilized to effectively engage their students. A qualitative analysis of the participants’ interviews was completed using grounded theory methodology (Corbin & Strauss, 2014). Results from the study revealed six important themes: (a) understanding urban communities, (b) creating an atmosphere of safety and trust in the classroom, (c) the influence of race and gender on relationships with African American male students, (d) the connection between race and discipline, (e) the need for a culturally sensitive and relevant curriculum, and (f) setting high expectations. Additional themes included: (a) preparation to teach in urban communities; (b) the ineffectiveness of colorblind approaches; and (c) the need for role models of color and father figures. The findings of this study have five important implications for teachers, mental health professionals, teacher education programs, and policymakers: (a) addressing teachers’ reluctance and/or difficulty discussing race related issues, (b) developing interventions that can successfully reduce the racial discipline gap, (c) preparing teachers to work in urban districts, (d) implementing professional development for teachers that challenges the colorblind approach and provides strategies for working effectively with African American male students, and (e) creating policies and interventions to address poverty and its relationship to urban education.

ETD_8256

Psy.D.

Includes bibliographical references

by LaToya Gaines

doi:10.7282/T3XW4NWG

ETD doctoral

The author owns the copyright to this work.