Education K-12 M.A.

Number of Pages


Year Approved


First Advisor

Silmser, Lisa

Second Reader

Julie Winn


Black male students in the United States have been the focus of interest in education for a long time. Much professional development is centered around closing the Achievement or Opportunity Gap as the progress of Black students is not as great as their White peers. Research shows that Black male students want to be seen and valued in classrooms by their teachers, other adults in school, and peers. They want to experience equitable and fair disciplinary practices. They want to be held to high expectations and rigorous course options available to them. Schools need to provide opportunities for Black male students and their families to learn about and develop their cultural identity as there is a positive correlation between academic achievement and a positive racial identity. Mentorship with Black male adults has been shown to have a positive effect on academic achievement. Schools should simultaneously provide training to teachers to develop positive and high expectations, plan rigorous lessons, and create classroom environments that are supportive and validating for Black students. Teachers also need to ensure that behavior expectations are clear and enforced fairly for all students in the class.

Degree Name

Education K-12 M.A.

Document Type

Masterʼs thesis

Included in

Education Commons