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ERIC Number: ED561549
Record Type: Non-Journal
Publication Date: 2013
Pages: 124
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-6710-3
Missed Education: An Examination of Educational Outcomes for African-American Males
Greene, Mark Brandon
ProQuest LLC, Ed.D. Dissertation, University of Southern California
The purpose of this body of work was to examine barriers that lead to high school non-completion for African-American males and to propose strategies to better support this group. Specifically, it examined how African-American male high school graduates vary from African-American male non-graduates. Across personal and environmental factors, this comparison determined what contributes to the positive educational outcomes for some and the high dropout rates for others. This study also determined solutions to increase graduation rates for this group. Analysis of particular environmental and personal factors revealed factors that contributed to the differences in academic outcomes within this group. African-American males in urban public schools have the highest dropout rate; however, there is a lack of research focusing on what separates the African-American males with identical family, socioeconomic, and community characteristics, some of whom complete school, from those who do not. This study consisted of 10 high school students enrolled or formerly enrolled at a large high school in south Los Angeles. The sample included students with similar characteristics such as low socioeconomic level, single parent, and residence in urban communities. Each participant participated in a face-to-face interview with the researcher. Personal factor data were organized across the Home and Student Goals subcategories, while Environmental data were organized across the School subcategory. Themes materialized in each subcategory based on variations and similarities in participant responses to interview questions. These variances and similarities helped determine (1) what differences exist between African-American male students who graduated and those who dropped out and (2) what schools must do to support African-American males in graduating. Findings indicated that while the differences across both environmental and personal factors of graduates and non-graduates were minimal, a crucial difference was the formation of supportive relationships with teachers or counselors who were instrumental in helping students meet graduation requirements. Findings also indicated a need for schools and districts to establish early warning systems for identification of students at-risk of dropping out. Based on these findings, several changes can be made to increase graduation rates for African-American males. [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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California