{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1203"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1203","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Superintendents' Beliefs and Identification of District Level Practices Contributing to the Academic Achievement of Black Males in the State of Georgia","abstract":"The graduation rate for Black males in the state of Georgia during the 2003-04 school year as reported by the Schott Foundation was 39 percent. This was in stark contrast to a 54 percent graduation rate for non-Hispanic White males. Nationwide, more than 50 percent of Black males drop out of school compared to between 25 and 30 percent of all other student populations. Additionally, Black males are twice as likely as Black females to be in special education. More Black males receive their GED in prison than graduate from college. The purpose of this study was to explore superintendents' beliefs about and identification of district level practices contributing to the academic achievement of Black males in the state of Georgia. This qualitative study was a purposeful sampling of school superintendents' beliefs regarding the academic achievement of Black males and identification of district level practices believed to positively impact the academic achievement of school-aged Black males in the state of Georgia. Superintendents identified multiple factors, both internal and external, believed to impact the academic achievement of Black males in the state of Georgia. Factors identified by superintendents were both school and community based. While superintendents' beliefs about their role in impacting the academic achievement of Black males varied, the belief that superintendents can and should play a vital role in implementing district level practices to impact the academic achievement of Black males was universal. District level practices identified by superintendents as being implemented to impact the academic achievement of Black males varied among the superintendents and systems surveyed. District level practices as described by superintendents were multifaceted and particular to districts surveyed. The findings from this study enabled the researcher to make several recommendations regarding the academic achievement of Black males in the state of Georgia.","abstract_html":"The graduation rate for Black males in the state of Georgia during the 2003-04 school year as reported by the Schott Foundation was 39 percent. This was in stark contrast to a 54 percent graduation rate for non-Hispanic White males. Nationwide, more than 50 percent of Black males drop out of school compared to between 25 and 30 percent of all other student populations. Additionally, Black males are twice as likely as Black females to be in special education. More Black males receive their GED in prison than graduate from college. The purpose of this study was to explore superintendents' beliefs about and identification of district level practices contributing to the academic achievement of Black males in the state of Georgia. This qualitative study was a purposeful sampling of school superintendents' beliefs regarding the academic achievement of Black males and identification of district level practices believed to positively impact the academic achievement of school-aged Black males in the state of Georgia. Superintendents identified multiple factors, both internal and external, believed to impact the academic achievement of Black males in the state of Georgia. Factors identified by superintendents were both school and community based. While superintendents' beliefs about their role in impacting the academic achievement of Black males varied, the belief that superintendents can and should play a vital role in implementing district level practices to impact the academic achievement of Black males was universal. District level practices identified by superintendents as being implemented to impact the academic achievement of Black males varied among the superintendents and systems surveyed. District level practices as described by superintendents were multifaceted and particular to districts surveyed. The findings from this study enabled the researcher to make several recommendations regarding the academic achievement of Black males in the state of Georgia.","abstract_has_math":false,"creators":["Cordy, Hayward"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Barbara Mallory","James Klein"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-05-01T07:00:00Z","date_published":"2007-05-01T07:00:00Z","updated_at":"2026-07-24T02:26:29Z","subjects":["ETD","Black males","Graduation rate","Achievement gap","Teacher perceptions","Stereotype threat","Teacher expectations","Superintendents' role","Student achievement","Academic disidentification","African American boys superintendents"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/203","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Barbara Mallory","James Klein"]},{"key":"dc:creator","label":"Author","values":["Cordy, Hayward"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Black males","Graduation rate","Achievement gap","Teacher perceptions","Stereotype threat","Teacher expectations","Superintendents' role","Student achievement","Academic disidentification","African American boys superintendents"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/203"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The graduation rate for Black males in the state of Georgia during the 2003-04 school year as reported by the Schott Foundation was 39 percent. This was in stark contrast to a 54 percent graduation rate for non-Hispanic White males. Nationwide, more than 50 percent of Black males drop out of school compared to between 25 and 30 percent of all other student populations. Additionally, Black males are twice as likely as Black females to be in special education. More Black males receive their GED in prison than graduate from college. The purpose of this study was to explore superintendents' beliefs about and identification of district level practices contributing to the academic achievement of Black males in the state of Georgia. This qualitative study was a purposeful sampling of school superintendents' beliefs regarding the academic achievement of Black males and identification of district level practices believed to positively impact the academic achievement of school-aged Black males in the state of Georgia. Superintendents identified multiple factors, both internal and external, believed to impact the academic achievement of Black males in the state of Georgia. Factors identified by superintendents were both school and community based. While superintendents' beliefs about their role in impacting the academic achievement of Black males varied, the belief that superintendents can and should play a vital role in implementing district level practices to impact the academic achievement of Black males was universal. District level practices identified by superintendents as being implemented to impact the academic achievement of Black males varied among the superintendents and systems surveyed. District level practices as described by superintendents were multifaceted and particular to districts surveyed. The findings from this study enabled the researcher to make several recommendations regarding the academic achievement of Black males in the state of Georgia."]},{"key":"dc:title","label":"Title","values":["Superintendents' Beliefs and Identification of District Level Practices Contributing to the Academic Achievement of Black Males in the State of Georgia"]}]}],"canonical_facts":{"dc:contributor":["Barbara Mallory","James Klein"],"dc:creator":["Cordy, Hayward"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["The graduation rate for Black males in the state of Georgia during the 2003-04 school year as reported by the Schott Foundation was 39 percent. This was in stark contrast to a 54 percent graduation rate for non-Hispanic White males. Nationwide, more than 50 percent of Black males drop out of school compared to between 25 and 30 percent of all other student populations. Additionally, Black males are twice as likely as Black females to be in special education. More Black males receive their GED in prison than graduate from college. The purpose of this study was to explore superintendents' beliefs about and identification of district level practices contributing to the academic achievement of Black males in the state of Georgia. This qualitative study was a purposeful sampling of school superintendents' beliefs regarding the academic achievement of Black males and identification of district level practices believed to positively impact the academic achievement of school-aged Black males in the state of Georgia. Superintendents identified multiple factors, both internal and external, believed to impact the academic achievement of Black males in the state of Georgia. Factors identified by superintendents were both school and community based. While superintendents' beliefs about their role in impacting the academic achievement of Black males varied, the belief that superintendents can and should play a vital role in implementing district level practices to impact the academic achievement of Black males was universal. District level practices identified by superintendents as being implemented to impact the academic achievement of Black males varied among the superintendents and systems surveyed. District level practices as described by superintendents were multifaceted and particular to districts surveyed. The findings from this study enabled the researcher to make several recommendations regarding the academic achievement of Black males in the state of Georgia."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/203"],"dc:subject":["ETD","Black males","Graduation rate","Achievement gap","Teacher perceptions","Stereotype threat","Teacher expectations","Superintendents' role","Student achievement","Academic disidentification","African American boys superintendents"],"dc:title":["Superintendents' Beliefs and Identification of District Level Practices Contributing to the Academic Achievement of Black Males in the State of Georgia"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:29Z"}