Program

Education Doctorate

Year Approved

2020

First Advisor

Reimer, Tracy

Abstract

There are many studies that examine the negative academic factors that hold African American male students back from being academically successful students. This research changes the narrative because it examines the positive factors that help African American male students become academically successful in school. These students are the future role models of the African American community, and their footsteps could possibly show other African American male students how to become stronger students. The purpose of this qualitative study was to explore factors that contribute to high school senior African American male students’ academic success. The participants were African American senior male students who had a grade point average of 3.0 or higher. These students also attended an urban high school. This study examined both the in-school factors and the out-of- school factors that impacted the academic success of African American high school senior male students. Seven themes emerged from the interviewees’ responses specific to each research question. Four themes emerged from in school factors and three themes emerged from out of school factors. The in-school themes included: supportive teacher providing extrinsic and intrinsic motivation, students motivated to obtain academic success, teacher and student relationships, and cultural responsiveness of teachers. The out-of-school themes included: parent support and encouragement for academic success, extended family members’ support and advocacy for student educational success, and positive peer support and pressure for academic performance.

Degree Name

Education Doctorate

Document Type

Doctoral dissertation

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