NotesFAQContact Us
Search Tips
ERIC Number: ED513745
Record Type: Non-Journal
Publication Date: 2009
Pages: 104
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-2216-4
Culturally Relevant Beliefs of Teachers and Their Affect on the School Experience of African American Male Students
Davenport, Reginald O.
ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania
The study was conducted in two suburban middle schools. These schools are located in a very diverse public school district in Middlesex County New Jersey. Like many school districts throughout this country, many African American male students are experiencing school and schooling differently based on the differences still seen in the number of discipline referrals, special education referrals, suspension and dropout rates. This study was intended to address the following questions: How are teacher culturally relevant beliefs related to the student achievement of African American males? How do the self-reported experiences of high achieving and low achieving African American males vary according to the culturally relevant beliefs, values, and biases of their teachers? Do these beliefs appear to contribute to the school experience of African American males such that these students are disproportionately disciplined, referred to the Child Study Team, perform poorly on standardized tests, and receive the greatest percentage of the failing grades based on the boys self-reported experiences? This mixed method study was conducted following a sequential explanatory research design. The primary focus of the quantitative data was the 48-item CRB survey created by Dr. Angel Love. This instrument was distributed to the teaching staff of the two middle schools. Comparisons were made using the teacher's responses and the grading, testing, and discipline data from both schools. A focus group of African American male students provided the qualitative data for this study. The purpose of this focus group was to connect the students' view of the teachers' classroom practice, compared to their self-reported responses, and the teachers' perception of their practices. The results of this study did not indicate a causal relationship between their culturally relevant beliefs of the teachers and the school experience of African American male students. Generally, the achievement, as determined by test scores and grades, were not associated to the survey results of any of the students based on student ethnicity and teacher survey results. Questions are raised concerning the socially desirability of teacher responses and how this should be considered for further research is discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A