Creating Equitable Educational Experiences for African American Males through Advanced Academics

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Across the United States, African American males face barriers to securing a quality education. Barriers such as educational gatekeeping, and low identification, have caused African American males' enrollment in advanced placement courses to be at a rate lower than all other ethnicity and gender populations. A qualitative approach to research was used to explore how and in what ways district and school leaders created or hindered equitable advanced academic program opportunities for African American males. Through the lens of critical social theory, individual face-to-face interviews with district/campus educators and a focus group interview with African American male students, the lived … continued below

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viii, 134 pages

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Johnson, Nakendrick S. May 2020.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by the UNT Libraries to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 156 times. More information about this dissertation can be viewed below.

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  • Johnson, Nakendrick S.

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Across the United States, African American males face barriers to securing a quality education. Barriers such as educational gatekeeping, and low identification, have caused African American males' enrollment in advanced placement courses to be at a rate lower than all other ethnicity and gender populations. A qualitative approach to research was used to explore how and in what ways district and school leaders created or hindered equitable advanced academic program opportunities for African American males. Through the lens of critical social theory, individual face-to-face interviews with district/campus educators and a focus group interview with African American male students, the lived experiences of participants within the advanced placement program were brought to the fore. Three questions guided the study: 1) How do district and school policies and practices create equitable advanced academic program opportunities for African American males; 2) How and in what ways do district and school leaders create or hinder equitable advanced academic program opportunities for African American males; and 3) What conditions have supported or hindered African American males in their ability to enroll and succeed in advanced academic courses. Findings revealed four themes to creating equity for African American males within the advanced placement program which included, the need to cultivate the advanced placement program, identify academic shortcomings, support the needs of students, and address invisible African American males. The research demonstrated that African American males can, and will, thrive in the most challenging of academic settings when provided with proper supports.

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viii, 134 pages

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  • May 2020

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  • June 15, 2020, 7:38 p.m.

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  • Nov. 4, 2021, 1:54 p.m.

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Johnson, Nakendrick S. Creating Equitable Educational Experiences for African American Males through Advanced Academics, dissertation, May 2020; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1703329/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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