Stories of Six Successful African American Males High School Students

Land, A’Lesia; Mixon, Jason R.; Butcher, Jennifer T.; Harris, Sandra

doi:10.1177/0192636514528750

Cited by 19 publications

(18 citation statements)

References 26 publications

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“…The Christian faith was also a motivating factor for one participant. Land, Mixon, Butcher, and Harris (2014) found that spiritual and religious beliefs were critical to the success of African American male students. Likewise, participants in Fuller at al.…”

Section: Autonomymentioning

confidence: 99%

Artifacts and the Academic Motivation of African American Male Athletes

Bailey

Fuller

2019

JHEAI

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This study sought to examine to examine the academic motivations of African American male college athletes at a historically Black college and university (HBCU). Self-determination theory (SDT) was incorporated as the theoretical framework. Data were collected via artifacts from seven African American male college athletes at a HBCU in the mid-southern region of the United States. Explanation of the artifacts by the participants revealed that they were motivated by their family, their faith, and their resiliency. Findings, and their implications for research and practice, are discussed and presented.

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Section: Autonomymentioning

confidence: 99%

Artifacts and the Academic Motivation of African American Male Athletes

Bailey

Fuller

2019

JHEAI

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“…Scholars have found that families’ own history and experiences in schools play into the ways they support their children’s educational ambitions (Carey, 2016; Smith, 2009). In another study of six adolescent Black young men from low-income communities, participants were motivated to attend college not only for their own personal betterment but also by a desire to do better than their families and provide a better life for their relatives (Land, Mixon, Butcher, & Harris, 2014). Findings from this study indicate a key element of familial commitment that boys of color harbor during the college preparation process.…”

Section: Literature Reviewmentioning

confidence: 99%

“What Am I Gonna Be Losing?” School Culture and the Family-Based College-Going Dilemmas of Black and Latino Adolescent Boys

Carey

2017

Education and Urban Society

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As educators and service providers in urban schools encourage student college going at higher rates than ever, policy and practice on school improvement discourses would benefit from incorporating students’ perspectives underlying family-based, college-going dilemmas that frame their college preparation. This qualitative article features the voiced experiences of 11th-grade adolescent boys, one Black and one Latino, from one school, as they grapple with both internal dilemmas (e.g., fear of changing and being distanced from their family) and external dilemmas (e.g., their expected familial commitments) inherent in their college access, success, and graduation. Using a conceptual framework that considers the social, cognitive, and institutional factors influencing their college preparation, this article focuses on social factors and advocates for institutional practices that better meet student needs.

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“…According to Clewell and Villegas (2001), pathway programs prepare students to serve in the role of mentor for their P-12 students, and they often demonstrate how to be mentors by modeling mentoring and encouraging mentoring opportunities within and amongst program participants. Furthermore, in a study on success of African American high school students, researchers found benefits to mentoring, but more importantly, "trusting relationship enabled [participants] to develop an inner motivation to succeed" (Land, Mixon, Butcher, & Harris, 2014). That inner motivation to succeed will be discussed more in relationship to the theme of accountability in the next section about the major themes.…”

Section: Major Themes Related To Successmentioning

confidence: 98%

African American Teacher Recruitment: A Case Study in Oregon

Allen¹

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The public school teacher population of the United States is predominantly White, while the demographics of P-12 student population continue to grow increasingly diverse. Across the nation, there has been a call for the recruitment and retention of culturally and linguistically diverse teachers. The state of Oregon passed the Oregon Educator Equity Act, originally called the Oregon Minority Teacher Act, in 1991, and with recent renewed attention, the preparation of more culturally and linguistically diverse teachers in the state has gained prominence. Refocused consideration to the lack of diversity in the teaching workforce is overdue, as evidenced by the low numbers of African Americans found in Oregon's teacher workforce. Moreover, the experiences of African American teachers are underexplored. The purpose of this dissertation was to examine the factors that contributed to the successful recruitment of African American teachers, specifically graduates of a teacher pipeline program. Employing an assets-based framework, a qualitative multiple-case design was used; data analyses included open coding of interview data, a constant comparison analysis of individual cases, and cross-case analysis. The predominant themes that contributed to the success of participants in this study included, belonging, accountability, and commitment to equity. While these findings, consistent with much of the literature on achievement of students of color, are not new, this study adds African American teacher voices to the existing research on the diversification of the teacher workforce. Additionally, this dissertation highlights successful efforts made toward recruitment of teachers of color with an Oregon lens. Throughout my years in the doctoral program, I received a lot of support and worked with many incredible people. First, I am eternally grateful to the participants in this study. They spent precious time, entrusting me to share their career journeys. I am ever changed by their stories, and I am confident that their experiences will inspire others, as they have inspired me. I am also indebted to the TPP director for taking time to help me with this study; her kindness and support were indispensable and her long-term advocacy work on behalf of future teachers of color in our region is unparalleled. Second, I want to thank my committee members for their guidance and recommendations. A special thank you to Dr. Micki Caskey, for agreeing to chair my committee and for not giving up on me; her encouragement, dedication, and wisdom were invaluable. I also want to thank my doctoral student comrades, from my fellow cohort members, whom I spent two years learning with, to the students I met in classes and in the hallway next to my office-generous, intelligent, and passionate scholars. Those include Lisa Dion, Serap Emil, Donna Barrow Green, and many more. Finally, I am grateful for my loving family and friends, who helped sustain me. My husband, Dave, who was encouraging, supportive, and who listened attentively, no matter whether I wa...

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Stories of Six Successful African American Males High School Students

Cited by 19 publications

References 26 publications

Artifacts and the Academic Motivation of African American Male Athletes

Artifacts and the Academic Motivation of African American Male Athletes

“What Am I Gonna Be Losing?” School Culture and the Family-Based College-Going Dilemmas of Black and Latino Adolescent Boys

African American Teacher Recruitment: A Case Study in Oregon

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