AFRICAN AMERICAN MALES' ACHIEVEMENT IN LITERACY AT A MEDIUM-SIZED SCHOOL DISTRICT
type: CreativeWork
description: AN ABSTRACT OF THE DISSERTATION OF SHEILA LONG, for the Doctor of Philosophy degree in CURRICULUM AND INSTRUCTION, presented on April 4, 2017, at Southern Illinois University Carbondale. TITLE: African American Males’ Achievement in Literacy at a Medium-sized School District MAJOR PROFESSOR: Dr. John McIntyre, Examination Committee Chair The purpose of this mixed methods study was to determine how culturally relevant pedagogy affects African American males’ academic achievement in literacy. The study examined the perceptions of third grade teachers and third grade African American male students about the use of culturally relevant pedagogy in their classrooms. Culturally relevant pedagogy is defined operationally as “student-centered approach to teaching in which the students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student's cultural place in the world.” Culturally relevant pedagogy is consistent with students’ values and culture that ensures academic achievement while still meeting the expectations of the school district and state requirements. This study was a sequential explanatory mixed method study. Phase one of the study was a quantitative survey of 20 questions that was completed by 8 3rd grade teachers. A small sample size. The data was analyzed using matched pair T-Test of teachers’ perceptions of culturally responsive literacy use in the classrooms and African American males’ vocabulary. In addition to the surveys, Pre- and Post-Vocabulary Tests were collected from 47 3rd grade African American males who attend school in this predominantly white school district. Phase II of the study was a convenience sample of 9 3rd grade teachers and 19 African American males 3rd grade students. I investigated the students’ perceptions of culturally responsive pedagogy through the use of the Journeys (2013) basal series in classrooms. The data was collected and analyzed using interviews and…
abstract: AN ABSTRACT OF THE DISSERTATION OF SHEILA LONG, for the Doctor of Philosophy degree in CURRICULUM AND INSTRUCTION, presented on April 4, 2017, at Southern Illinois University Carbondale. TITLE: African American Males’ Achievement in Literacy at a Medium-sized School District MAJOR PROFESSOR: Dr. John McIntyre, Examination Committee Chair The purpose of this mixed methods study was to determine how culturally relevant pedagogy affects African American males’ academic achievement in literacy. The study examined the perceptions of third grade teachers and third grade African American male students about the use of culturally relevant pedagogy in their classrooms. Culturally relevant pedagogy is defined operationally as “student-centered approach to teaching in which the students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student's cultural place in the world.” Culturally relevant pedagogy is consistent with students’ values and culture that ensures academic achievement while still meeting the expectations of the school district and state requirements. This study was a sequential explanatory mixed method study. Phase one of the study was a quantitative survey of 20 questions that was completed by 8 3rd grade teachers. A small sample size. The data was analyzed using matched pair T-Test of teachers’ perceptions of culturally responsive literacy use in the classrooms and African American males’ vocabulary. In addition to the surveys, Pre- and Post-Vocabulary Tests were collected from 47 3rd grade African American males who attend school in this predominantly white school district. Phase II of the study was a convenience sample of 9 3rd grade teachers and 19 African American males 3rd grade students. I investigated the students’ perceptions of culturally responsive pedagogy through the use of the Journeys (2013) basal series in classrooms. The data was collected and analyzed using interviews and…
author: Long, Sheila Faye
keywords: African American Males, Literacy Achievement, using culturally relevant pedagogy
date published: 2017-05-01T07:00:00Z
date modified: 2026-07-24T04:35:23Z
provider: Southern Illinois University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Southern Illinois University