Educator perceptions of policies that may impact Black male high school persistence

<p>This study purposed to identify educators' perceptions about the academic state of Black males, explore the influence of policies on Black males' high school persistence, and examine differences in educator perceptions with regards to the impact of education policies on African American males. Findings indicate that educators believe that Black males are doing poorly academically and educators are concerned about the academic progress of Black males. Also, educators do not to believe that the majority of policies identified in this research have any significant impact on the high school persistence of Black males. Further, there are significant differences in educators' perceptions based on their role and their race. Finally, educators recommend mentoring initiatives, especially those that can employ African American males to serve as role-models, and they further urge parental involvement, particularly with regards to monitoring of academic work.</p>

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Dissertation

Year

2010

Author dc:creator

• Henley, L Antonio

Contributors dc:contributor

• Todd DeMitchell

• Education
• Policy
• Secondary
• Sociology of
• Black Studies
• African American Studies

Repository record dc:identifier

https://scholars.unh.edu/dissertation/593

OAI identifier oai:identifier

oai:scholars.unh.edu:dissertation-1592