Keepers of Black Boy Joy: Exploring the Educational Leaders, Programs, and Systems That Support the Achievement of Black Males Who Stutter

Abstract Background: Although about 75% of the United States public school population comprises students of color, 15% comprises Black students, and less than nine percent comprises Black males (National Center for Education Statistics, 2020). However, Black males are overrepresented in negative education categories which include a disproportionate recommendation for placement in special education services, and under-identified for gifted and talented programs (Noguera, 2008; Reeves, et al., 2020; Schott Foundation for Public Education, 2015). Purpose: Keepers of Black Boy Joy seeks to explore the shift away from deficit-laden literature and ideologies that continue to label Black males as damaged, at-risk, or less capable of academic success than other racial groups (Downey & Pribesh, 2004; Johnson & Larwin, 2020; Toldson, 2016). This research will explore the lived experiences of Black male stutterers and engage in the conversation around how educational leaders can best support a segment of the Black male population not often featured in research studies - Black males who thrive academically while also being perceived as having a handicap because of their stutter. By exploring the challenges and opportunities of navigating academic and social settings, this research ultimately identifies strategies that may help enhance the K-12 experiences of Black males who stutter. Method: Given the gaps in research on Black male stutterers who are also high academic achievers, it is essential to understand how Black males employ their social capital and stage-setting strategies to support achievement. The study's primary aim is to identify the lived K-12 experiences of Black males who stutter and to examine how educational leaders, systems, and structures can support the academic success of this population. This study will use a qualitative case study approach to examine both research subjects - Black male stutterers and educational leaders, programs, and systems. For RQ1 and RQ2, the researcher will collect and analyze data through one-on-one, semi-structured interviews with five Black males who stutter, and five K-12 educational leaders. Interviews will be recorded and transcribed verbatim. Transcription data will be coded and thematically analyzed. Member checking will be used to ensure the interviews' accuracy and validate the data collected. Results: This study was centered on the belief that Black males exhibit strengths that should be recognized and can be celebrated. The research explored the participants' academic and social experiences and provided a depth of understanding of the factors that impact their educational journey as students or leaders. Findings revealed two key themes: 1) Black male trauma is exacerbated by stuttering; 2) The absence of direction and vision within the educational system for Black males who stutter hinders supportive learning environments. Conclusion: Each unique interview revealed varied supports within and beyond the school system in place for Black male stutterers. Whether Black males or educational leaders, both are bound by the common thread of advocacy, and resources. To address the unique and specific needs of Black male stutterers, school systems and educational leaders must consider structural components to their support systems: 1) student-centered practices, 2) continual professional learning, 3) inclusive classroom environments, and 4) holistic approaches.

Name thesis:degree_name

Doctor of Education

Discipline thesis:degree_discipline

K-12 Professional Leadership and Policy Studies

Grantor

University of Houston

Year dc:date.issued

2024

Author dc:creator

• Aubrey - Davis, Mandele Chené 1979-

Advisors dc:contributor.advisor

• Hawkins, Jacqueline
• Butcher, Keith

Committee members dc:contributor.committeemember

• Mills, Monique
• Parish, Lauren

• Black males
• K-12
• Stuttering

Language dc:language.iso

English

Handle dc:identifier.uri

https://hdl.handle.net/10657/18275

OAI identifier oai:identifier

oai:uh-ir.tdl.org:10657/18275