Black Boys II Black Men: An Applied Dissertation Submitted to the Abraham S. Fischler College of Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Education

By Dr. Cynthia D. Smith

Much has been written about reading disparities between African American males and other student groups. The purpose of this study was to examine the relationship between the reading achievement of African American males, particularly in high school settings, and specific factors that may support this achievement. Specifically, the relationship of reading achievement to parental involvement and culturally responsive instructional practices was considered. The expected outcome was to find correlations between African American parental involvement and reading achievement. It was also expected that culturally responsive teacher instructional practices would be correlated with student reading achievement.

• Language: English
• Publisher: AuthorHouse
• Release date: May 1, 2023
• ISBN: 9798823007009

Book preview

© 2023 Dr. Cynthia D. Smith. All rights reserved.

No part of this book may be reproduced, stored in a retrieval system, or

transmitted by any means without the written permission of the author.

Published by AuthorHouse 04/27/2023

ISBN: 979-8-8230-0701-6 (sc)

ISBN: 979-8-8230-0699-6 (hc)

ISBN: 979-8-8230-0700-9 (e)

Library of Congress Control Number: 2023907636

Nova Southeastern University

2018

Any people depicted in stock imagery provided by Getty Images are models,

and such images are being used for illustrative purposes only.

Certain stock imagery © Getty Images.

Because of the dynamic nature of the Internet, any web addresses or links contained in

this book may have changed since publication and may no longer be valid. The views

expressed in this work are solely those of the author and do not necessarily reflect the

views of the publisher, and the publisher hereby disclaims any responsibility for them.

APPROVAL PAGE

This applied dissertation was submitted by Cynthia D. Smith under the direction of the persons listed below. It was submitted to the Abraham S. Fischler College of Education and approved in partial fulfillment of the requirements for the degree of doctor of education at Nova Southeastern University.

Katrina Pann, PhD

Committee Chair

Steven Hecht, PhD

Committee Member

Kimberly Durham, PsyD

Dean

STATEMENT OF ORIGINAL WORK

I declare the following:

I have read the Code of Student Conduct and Academic Responsibility as described in the Student Handbook of Nova Southeastern University. This applied dissertation represents my original work, except where I have acknowledged the ideas, words, or material of other authors.

Where another author’s ideas have been presented in this applied dissertation, I have acknowledged the author’s ideas by citing them in the required style.

Where another author’s words have been presented in this applied dissertation, I have acknowledged the author’s words by using appropriate quotation devices and citations in the required style.

I have obtained permission from the author or publisher—in accordance with the required guidelines—to include any copyrighted material (e.g., tables, figures, survey instruments, or large portions of text) in this applied dissertation manuscript.

Cynthia D. Smith

Name

October 1, 2018

Date

ABSTRACT

Improving Reading Achievement Among African American Males in an Urban High School. Cynthia D. Smith, 2018: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. Keywords: reading achievement, culturally relevant education, parent participation, African American students.

Much has been written about reading disparities between African American males and other student groups. The purpose of this study was to examine the relationship between the reading achievement of African American males, particularly in high school settings, and specific factors that may support this achievement. Specifically, the relationship of reading achievement to parental involvement and culturally responsive instructional practices was considered. The expected outcome was to find correlations between African American parental involvement and reading achievement. It was also expected that culturally responsive teacher instructional practices would be correlated with student reading achievement.

A correlational research design was used, and data were collected from 227 participants. Research findings indicated significant correlations between reading achievement and (a) an attitude that all students are our students, (b) teacher collaboration to support all students, (c) availability of differentiated reading interventions, (d) consideration of a student’s family situation by the instructional team, and (e) explicit instruction of learning strategies. Although these correlations were significant, it should be stressed that the associations between these variables and reading achievement were rather small, with correlations ranging between only .13 to .19 in magnitude. In addition, the remaining correlations reported in this study were so small that they did not pass the conventional levels of statistical significance.

Future research should provide needed information to assist today’s educators and leaders in determining how to capture the unused academic potential of many African American male students. In addition, future research using qualitative research methods will enable the researcher to learn directly from students what factors African American male students associate with academic success as well as the challenges and solutions for achieving academic success.

ACKNOWLEDGEMENTS

Writing about something teaches you about what you know, what you don’t know, and how to think about what you actually wrote. This book was a composition of my dissertation studies of what I have encompassed all my life seeing and experiencing the educational struggle of Black Boys. I hold an extreme interest in the need to improve the educational stigma which is the lack of academic achievement and barriers faced to succumb in impoverished environments. I want to dedicate this book to my son who is the first inspiration behind such intriguing topic. I want him to understand the research and the importance of going against the status quo and achieving academically beyond an expectation. My daughter deserves every accolade that this book receives, I spent her entire life researching and writing. My husband, I thank considerably for his patience that has kept me grounded and hopeful during uncertain times. Lastly, to every chairperson that believed in my research, gave feedback, and held my hand to the finish line Thank you.

CONTENTS

Approval Page

Statement of Original Work

Abstract

Acknowledgements

Chapter 1: Introduction

Statement of the Problem

Description of the Setting

Probable Causes

Study Feasibility

Background and Justification

Cultural Considerations

Parent Participation

Deficiencies in the Evidence

Definition of Terms

Audience

Purpose of the Study

Chapter 2: Literature Review

Introduction

Theoretical Framework

History of Reading Achievement for African American Males

Further Research

Factors Linked to Low Literacy Levels

Recent Relevant Data

Reading Achievement

Incorporating Culturally Relevant Literature

Increasing Parent Participation

Parental Involvement and Student Reading Achievement

Parental Level of Education

Teaching Critical Literacy Skills

Value in Education

Mentoring Programs

Teacher Involvement

High Expectations

Maintaining Success

Shortcomings and Pitfalls of Prior Research

Summary

Synthesis of the Findings

Research Questions

Chapter 3: Methodology

Introduction

Participants

Instruments

Procedures

Chapter 4: Results

Introduction

Findings for Research Question One

Findings for Research Question Two

Chapter 5: Discussion

Introduction

Summary and Interpretation of the Findings

Context and Implications of the Findings

Limitations

Future Research Directions

References

A.   Scatterplot of Assessment at Pretest and Posttest Time Periods

B.   Correlations between the Parent Survey and Reading Scores

C.   Correlations between the Teacher Checklist and Reading Scores

Tables

1.   Sample Size at Both Time Periods

2.   Descriptive Statistics for Performance on Assessment

Chapter 1

INTRODUCTION

41152.png

Statement of the Problem

The outlook in today’s schools regarding reading achievement among African American males is dismal (Casserly et al. 2012). In areas of high poverty, it is estimated that only one in ten African American students is on grade level in both reading and mathematics (National Center for Education Statistics 2011).

Based on federal, district, and state data, 53 percent of African American males do not graduate on time (Aarons 2010). Compared to African American females and Caucasian males, African American males have the highest dropout rates, poorest achievement rates, and lowest test scores in the nation (Butler, Shillingford, and Alexander-Snow 2011).

Children of color are at a higher risk of being represented in the lower ranges of the achievement gap (Greenwood 2011). Providing what amounts to an equitable education for African Americans and other minorities has been a persistent problem since the civil rights era and subsequent federal and state antidiscrimination laws in the United States (Kailin 2006, 649).

Although there have been reported gains in academic achievement among African American children, data from state and national levels suggest that reading-achievement gaps still exist (National Center for Education Statistics 2011). Poor