This study examined the perceptions of parents, teachers, and students as they relate to the academic success of African American middle school males. The stories of three successful middle school male students, their mothers, and their teachers were examined to identify how school and home experiences contributed to the boys‟ academic success. A critical race theory lens was used, employing ethnographic and case study methods. The mother and teachers of each student participated. Data collection methods included three focus groups, one each for the students, mothers, and teachers. The integration and connection of various themes that emerged from the data yielded the following conclusions: Parental involvement is directly linked to successful academic outcomes; possible selves (how African American males see themselves and the possibilities for their future) promote confidence and motivate students to be successful; students are motivated by practices that involve them in their own learning; and facing challenges can help students overcome obstacles. There is a need to purposefully and deliberately look at young African American males who are successful in order to shed light on the pedagogy and strategies that have contributed to their success. The understandings gained from such exploration can then be offered as ways to improve the academic performance of other African American males.
","abstract_html":"<p>This study examined the perceptions of parents, teachers, and students as they relate to the academic success of African American middle school males. The stories of three successful middle school male students, their mothers, and their teachers were examined to identify how school and home experiences contributed to the boys‟ academic success. A critical race theory lens was used, employing ethnographic and case study methods. The mother and teachers of each student participated. Data collection methods included three focus groups, one each for the students, mothers, and teachers. The integration and connection of various themes that emerged from the data yielded the following conclusions: Parental involvement is directly linked to successful academic outcomes; possible selves (how African American males see themselves and the possibilities for their future) promote confidence and motivate students to be successful; students are motivated by practices that involve them in their own learning; and facing challenges can help students overcome obstacles. There is a need to purposefully and deliberately look at young African American males who are successful in order to shed light on the pedagogy and strategies that have contributed to their success. The understandings gained from such exploration can then be offered as ways to improve the academic performance of other African American males.</p>","abstract_has_math":false,"creators":["Lumpkin-Barnett, Anita"],"institution":null,"degree_name":"Doctor of Education in Curriculum Studies (Ed.D.)","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Curriculum, Foundations, and Reading","degree_department":null,"school":null,"contributors":["Wendy Chambers","Ming Fang He","Saba Jallow"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T02:27:26Z","subjects":["ETD","Critical race theory","African American males","Ethnographic and case study inquiry","race/ethnic identity","culturally relevant","Middle school","Racial identity","Curriculum and Social Inquiry","Gender and Sexuality","Race and Ethnicity"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/823","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Wendy Chambers","Ming Fang He","Saba Jallow"]},{"key":"dc:creator","label":"Author","values":["Lumpkin-Barnett, Anita"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-09-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Curriculum, Foundations, and Reading"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Curriculum Studies (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Critical race theory","African American males","Ethnographic and case study inquiry","race/ethnic identity","culturally relevant","Middle school","Racial identity","Curriculum and Social Inquiry","Gender and Sexuality","Race and Ethnicity"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/823"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the perceptions of parents, teachers, and students as they relate to the academic success of African American middle school males. The stories of three successful middle school male students, their mothers, and their teachers were examined to identify how school and home experiences contributed to the boys‟ academic success. A critical race theory lens was used, employing ethnographic and case study methods. The mother and teachers of each student participated. Data collection methods included three focus groups, one each for the students, mothers, and teachers. The integration and connection of various themes that emerged from the data yielded the following conclusions: Parental involvement is directly linked to successful academic outcomes; possible selves (how African American males see themselves and the possibilities for their future) promote confidence and motivate students to be successful; students are motivated by practices that involve them in their own learning; and facing challenges can help students overcome obstacles. There is a need to purposefully and deliberately look at young African American males who are successful in order to shed light on the pedagogy and strategies that have contributed to their success. The understandings gained from such exploration can then be offered as ways to improve the academic performance of other African American males.
"]},{"key":"dc:title","label":"Title","values":["Reflecting Society's Mirror Image: Identifying Factors that Contribute to the Academic Success of Young African American Males in School"]}]}],"canonical_facts":{"dc:contributor":["Wendy Chambers","Ming Fang He","Saba Jallow"],"dc:creator":["Lumpkin-Barnett, Anita"],"dc:date.available":["2013-09-16T07:00:00Z"],"dc:description.abstract":["This study examined the perceptions of parents, teachers, and students as they relate to the academic success of African American middle school males. The stories of three successful middle school male students, their mothers, and their teachers were examined to identify how school and home experiences contributed to the boys‟ academic success. A critical race theory lens was used, employing ethnographic and case study methods. The mother and teachers of each student participated. Data collection methods included three focus groups, one each for the students, mothers, and teachers. The integration and connection of various themes that emerged from the data yielded the following conclusions: Parental involvement is directly linked to successful academic outcomes; possible selves (how African American males see themselves and the possibilities for their future) promote confidence and motivate students to be successful; students are motivated by practices that involve them in their own learning; and facing challenges can help students overcome obstacles. There is a need to purposefully and deliberately look at young African American males who are successful in order to shed light on the pedagogy and strategies that have contributed to their success. The understandings gained from such exploration can then be offered as ways to improve the academic performance of other African American males.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/823"],"dc:subject":["ETD","Critical race theory","African American males","Ethnographic and case study inquiry","race/ethnic identity","culturally relevant","Middle school","Racial identity","Curriculum and Social Inquiry","Gender and Sexuality","Race and Ethnicity"],"dc:title":["Reflecting Society's Mirror Image: Identifying Factors that Contribute to the Academic Success of Young African American Males in School"],"thesis:degree_discipline":["Department of Curriculum, Foundations, and Reading"],"thesis:degree_level":["Dissertation (restricted to Georgia Southern)"],"thesis:degree_name":["Doctor of Education in Curriculum Studies (Ed.D.)"]},"updated_at":"2026-07-24T02:27:26Z"}