School-level Factors in Public High Schools that help Raise Academic Achievement for Black Males

dc.contributor.authorJones, Sharon Lynnen
dc.contributor.committeechairGlenn, William Josephen
dc.contributor.committeememberFelder, Monique Thereseen
dc.contributor.committeememberParker, Rodney L.en
dc.contributor.committeememberGratto, John Roberten
dc.contributor.committeememberMallory, Walter D.en
dc.contributor.departmentCounselor Educationen
dc.date.accessioned2020-10-20T08:00:43Zen
dc.date.available2020-10-20T08:00:43Zen
dc.date.issued2020-10-19en
dc.description.abstractThis qualitative research study explored the leadership perceptions of high school administrators who have been successful in raising academic achievement for Black males. Utilizing semi-structured interviews which served as the primary data source, this study aimed to uncover specific school-level factors that were being optimized in public high schools to help increase graduation rates for Black male students. In addition, a review of school documents acted as secondary data sources and offered more detailed views about the case studies. After thorough analysis of the data, the findings revealed five factors that the high school administrators were optimizing better support their Black male learners: 1) hiring Black males, 2) the staff, 3) school activities, 4) collaborations with community partners, and 5) formal and informal methods of offering positive feedback and special recognition. These five factors were found as having the greatest influence on the academic achievement of the males. Overall, the study's findings aligned with earlier research on student achievement. Based on the findings, it was clear that the five factors promoted a certain degree of academic achievement independently. However, the researcher posits that, if implemented simultaneously, the five factors are likely to build a greater network of support for Black male high school students that will help boost achievement that is converted to increased graduation rates. Thus, implications for practice for other high school administrators as well as recommendations for future research emerged from the findings of this study.en
dc.description.abstractgeneralThis qualitative research study explored the leadership perceptions of high school administrators who have been successful in raising academic achievement for Black males. Utilizing semi-structured interviews which served as the primary data source, this study aimed to uncover specific school-level factors that were being optimized in public high schools to help increase graduation rates for Black male students. In addition, a review of school documents acted as secondary data sources and offered more detailed views about the case studies. After thorough analysis of the data, the findings revealed five factors that the high school administrators were optimizing better support their Black male learners: 1) hiring Black males, 2) the staff, 3) school activities, 4) collaborations with community partners, and 5) formal and informal methods of offering positive feedback and special recognition. These five factors were found as having the greatest influence on the academic achievement of the males. Overall, the study's findings aligned with earlier research on student achievement. Based on the findings, it was clear that the five factors promoted a certain degree of academic achievement independently. However, the researcher posits that, if implemented simultaneously, the five factors are likely to build a greater network of support for Black male high school students that will help boost achievement that is converted to increased graduation rates. Thus, implications for practice for other high school administrators as well as recommendations for future research emerged from the findings of this study.en
dc.description.degreeDoctor of Educationen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:27599en
dc.identifier.urihttp://hdl.handle.net/10919/100622en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectBlack male academic achievementen
dc.subjectsuccessful public high schoolsen
dc.subjectraising graduation rates for black malesen
dc.subjectsuccessful public high school administratorsen
dc.subjectraising academic self-efficacy beliefsen
dc.titleSchool-level Factors in Public High Schools that help Raise Academic Achievement for Black Malesen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen
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