{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/38191"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/38191","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"A profile of positive role models for young African-American males","abstract":"The purpose of this study was to understand positive profiles, if any, of African-American male role models through analyzing descriptive data. The central hypothesis of the study proposed that adult African-American males had a significant impact on the formation of young African-American males' family lives, neighborhood values, religious lives, educational progress, and career choices. This research contributes to an understanding of how young African-American males perceive role models in building positive relationships. In addition, this study elicits much needed data that could provide a basis for developing strategies for both securing role models for young African-American males and producing programs designed to protect young African-American males from drug usage, violence, and dropping out of school. More importantly, this study contributes to the effort to raise educational achievement among young African-American males by exploring and defining the nature of African-American male role models. This exploration yields information on unique needs of African-American males. It establishes that problems within the home, community, and school contribute to the stagnation of African-American males as a group and the weakening of the African-American community as a whole. It further establishes possible incentives, strategies, and guides for selecting and placing African-American males in classrooms and community programs as role models. The major findings of the study were that African-American male role models are indeed key in promoting self-esteem, occupational development, community involvement, and family life in positive ways. Qualitative methodology was used in this study through the grounded theory approach. In-depth, unstructured interviews were conducted by the investigator to gather data from the participants. Through the use of grounded theory, what was relevant to the study was allowed to emerge. The grounded theory approach relies on the inquiring mind of the investigator. Data was analyzed through an ordering process guided by open coding for the generalization of patterns, themes, and categories.","abstract_html":"The purpose of this study was to understand positive profiles, if any, of African-American male role models through analyzing descriptive data. The central hypothesis of the study proposed that adult African-American males had a significant impact on the formation of young African-American males' family lives, neighborhood values, religious lives, educational progress, and career choices. This research contributes to an understanding of how young African-American males perceive role models in building positive relationships. In addition, this study elicits much needed data that could provide a basis for developing strategies for both securing role models for young African-American males and producing programs designed to protect young African-American males from drug usage, violence, and dropping out of school. More importantly, this study contributes to the effort to raise educational achievement among young African-American males by exploring and defining the nature of African-American male role models. This exploration yields information on unique needs of African-American males. It establishes that problems within the home, community, and school contribute to the stagnation of African-American males as a group and the weakening of the African-American community as a whole. It further establishes possible incentives, strategies, and guides for selecting and placing African-American males in classrooms and community programs as role models. The major findings of the study were that African-American male role models are indeed key in promoting self-esteem, occupational development, community involvement, and family life in positive ways. Qualitative methodology was used in this study through the grounded theory approach. In-depth, unstructured interviews were conducted by the investigator to gather data from the participants. Through the use of grounded theory, what was relevant to the study was allowed to emerge. The grounded theory approach relies on the inquiring mind of the investigator. Data was analyzed through an ordering process guided by open coding for the generalization of patterns, themes, and categories.","abstract_has_math":false,"creators":["Hairston, Edward Eugene"],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Administration","degree_department":"Educational Administration","school":null,"contributors":[],"advisors":[],"committee_chairs":["Parson, Stephen R.","Singh, Kusum"],"committee_members":["Alexander, M. 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