Title:
Little boys lost: an ethnographic study of at-risk African American youth
Author:
Lisa Oliver Longworth
Thesis Advisor:
Angela Synder
Committee Member:
Joan Slatter
Committee Member:
Sharon Brown
Degree Granting Institution:
Notre Dame of Maryland University--School of Education
Place:
Baltimore (Md.)
Publisher:
Loyola University Maryland
Date Created:
2012
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
The purpose of this ethnographic study was to describe and examine the shared perspectives, beliefs and behaviors of a group of African American high school students who were transitioned from an alternative learning center (ALC) for 50 students with behavior issues into mainstream, regular high school settings of approximately 1,600 students. Ethnographic methods were used to collect data through semi-structured, one-on-one interviews with 12 participants, as well as a focus group discussion with five participants. Additionally, eight participants provided artistic representations of their school experiences. Guiding questions focused on 1) What successes and challenges do the participants experience in the traditional school setting? 2) What is the school experience like for the participants as African American males and how do these students relate to White teachers? 3) What can schools and teachers do differently to reach and to teach these students, including making personal connections to students to encourage and assist them to continue in school and graduate? 4) What factors encouraged continued school attendance despite removal from the alternative setting? 5) What are the differences between the students who decided to remain in school and those who decided to drop out? Data were analyzed and categorized into themes. Results of these findings revealed a pattern of learned helplessness and academic disengagement among the participants. Their academic disengagement was in response to their perceptions of teachers' attitudes and beliefs. Positive relationships with teachers and parental involvement were key factors influencing students' decisions to drop out or continue in school. Suggestions for teacher professional development are offered, the most important being an understanding of the unique needs and perspectives of African American males.
Subject:
At Risk Populations
Subject:
Blacks
Subject:
Ethnography
Degree:
Doctor of Philosophy
Level:
Doctoral
Discipline:
Instructional Leadership for a Changing Populations
Restrictions on Access:
Author has given permission to make this work available online.
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Identifier:
LongworthLO-12
