American Education and the Black Girl

<p> <strong>ABSTRACT </strong></p> <p>American educators often view the Black girl as aggressive, defiant, and too challenging to educate, leading to disparities in disciplinary responses between the Black girl and her peers. This study aimed to examine the experiences of the Black girl in the K-12 system and to determine effective strategies teachers can use to establish productive educational relationships with the Black girl. The context of this inquiry was various states throughout the United States. In this study, I used a mixed method research design. Qualitative and quantitative data was collected through surveys. One group of participants were Black girls who are recent high school graduates. The other group of participants were teachers who had taught Black girls. I found a disconnect between the perspective of the Black girls and the teachers. I recommended a policy change that requires administrators to receive professional development and facilitative coaching each year so they will understand the unique needs of the Black girl in order to support their teachers. I also recommended that teachers of Black girls receive professional development each year. As part of my policy, teachers of Black girls will also be assigned a mentor to support them.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2022

Author dc:creator

• Dyer, Hyacinth

Contributors dc:contributor

• Dr. Lorrie Butler
• Dr. Carla Sparks

• Black Girl
• Education
• Social and Emotional Learning
• relationships
• inclusive learning environments
• Elementary Education and Teaching

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/706

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1757