SCHOOL ACHIEVEMENT AND FAMILY INVOLVEMENT OF AFRICAN AMERICAN
MALE STUDENTS IN ELEMENTARY SCHOOL
A Thesis
Presented to the faculty of the Department of Bilingual and Multicultural Education
California State University, Sacramento
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF ARTS in
Education
(Multicultural Education) by
Gwendolyn Louise Hamilton
SUMMER
2012

SCHOOL ACHIEVEMENT AND FAMILY INVOLVEMENT OF AFRICAN AMERICAN
MALE STUDENTS IN ELEMENTARY SCHOOL
A Thesis by
Gwendolyn Louise Hamilton
Approved by:
__________________________________, Committee Chair
Lisa William-White, Ph.D.
__________________________________, Second Reader
Forest Davis, Ph.D.
Date ii

Student: Gwendolyn Louise Hamilton
I certify that this student has met the requirements for format contained in the University format manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for the thesis.
Albert Lozano, Ph.D.
, Graduate Coordinator
Department of Bilingual and Multicultural Education
Date iii

Abstract of
SCHOOL ACHIEVEMENT AND FAMILY INVOLVEMENT OF AFRICAN AMERICAN
MALE STUDENTS IN ELEMENTARY SCHOOL by
Gwendolyn Louise Hamilton
Statement of Problem
African American male students in particular have the greatest challenges within school the school system (Fremon & Hamilton, 1997). These students need patient teachers and family members to assist them in the learning process to ensure they stay motivated in school. These students have the highest incidence of high school dropout.
And while some even drop out in middle school, disengagement in the learning process often begins as early as elementary school. Policymakers need to provide special programs for these students to help them accelerate in the academic environment as well as to encourage them to progress to secondary and postsecondary institutions. The classrooms are filled with students who fail to meet academic standards. Race, class, and gender all play a part in contributing to the increase in the achievement gap between
White and Black students. iv

Sources of Data
Six students were surveyed to determine if they were getting the assistance needed to thrive in school. Data from the survey assessed whether or not the students felt they received adequate supplemental school and home support to be successful in school.
Conclusions Reached
The results of the study determined that although students possessed the academic tools to adequately succeed in school, they needed the approval of their teacher to be successful, and wanted access to personal tutoring or group tutoring.
Lisa William-White, Ph.D.
Date
, Committee Chair v

DEDICATION
To my father, Howard R. Morton: You represented what a really great father should be. You protected your brood! You are the reason I pursued college and the reason for this thesis. You planted in me the seed of a successful destiny at an early age, and although you never made it to high school, all those midnight conversations we had made it clear that education is the key to that destiny. So, I am passing on the torch to my children.
In memory of Ms. Kennedy, my high school counselor: when others did not believe, you always did. Now I can pass on the gift of encouragement!
In memory of my brothers, Richard and Craig, who left my life during my time in the Masters program. I write this for you. You grew up in the inner city, so you know what the struggle is about. vi

ACKNOWLEDGMENTS
I would like to dedicate this thesis to my Heavenly Father, who makes all things possible through Him, and all things are possible to those who believe. I never dreamed I would be at this place and time in my life. Thank you God! I want to thank my husband,
Dwight, you have been there from the beginning, always wanting me to be the best I can be. To my children, Maurice, Deidre’ and Destiny; thanks for allowing me to be real in your presence and for understanding our times apart. I love you all. Thank you to the
Hamilton Family. To my mom, Essie M. Morton, who possesses the gift of hospitality and never met a stranger, I thank you for your love and patience while raising me. To my siblings, Russell and Carolyn, thanks for the memories and being family. To Christel
Cruz and Angela Gonzales, thank you for the extra push in the final hours! Thank you to all the others who helped me in word or deed, and I did not mention your name.
I am sincerely grateful to Dr. Lisa William-White for helping me. She is truly patient, caring, and understanding. She went above and beyond the call of an advisor!
Thank you to Dr. Forrest Davis for sharing a wealth of information and agreeing to be my second reader and for all the incredible wisdom you shared pertaining to this field of study. vii

TABLE OF CONTENTS
Page
Dedication .......................................................................................................................... vi
Acknowledgments............................................................................................................. vii
List of Tables .......................................................................................................................x
Chapters
1. INTRODUCTION .........................................................................................................1
Background ..............................................................................................................1
Statement of Problem ...............................................................................................2
Definition of Terms..................................................................................................9
Significance of the Study .......................................................................................10
Limitations of the Study.........................................................................................11
Organization of the Study ......................................................................................11
2. LITERATURE REVIEW ............................................................................................12
Historical Overview of Slavery, Racism, and Education ......................................12
Teachers’ Roles ......................................................................................................26
Parents’ Roles ........................................................................................................31
Teacher Involvement .............................................................................................40
Summary ................................................................................................................46
3. METHODOLOGY ......................................................................................................49
Setting of the Study ................................................................................................49 viii

Population and Sample ..........................................................................................56
Design of the Study ................................................................................................56
Data Collection ......................................................................................................57
Instrumentation ......................................................................................................57
Data Analysis Procedures ......................................................................................59
Researcher’ Positionality .......................................................................................60
4. DATA ANALYSIS ......................................................................................................66
Overview ................................................................................................................66
Survey Data ............................................................................................................67
Findings..................................................................................................................72
5. CONCLUSION ............................................................................................................78
Summary ................................................................................................................78
Recommendations ..................................................................................................81
Appendix A: Survey .........................................................................................................85
Appendix B: Assent and Consent Forms ..........................................................................87
Appendix C: Relevant Poems ...........................................................................................90
References ..........................................................................................................................93 ix

3.
4.
5.
LIST OF TABLES
Tables
1. Oak Dell School Expulsions, Suspension, and Truancy Information,
2.
Page
2010-11 ..................................................................................................................50
Selected District Level Data – African American Students Basic & Proficient
Level Testing 2010/11 ...........................................................................................51
Oak Dell .................................................................................................................52
Students Enrolled, School Year 2010/11 ...............................................................52
6.
7.
8.
Statistics of Delta Unified School District, Including Percentage of
Total African American Students Enrolled............................................................53
Number of Children Receiving Free and Reduced Price Meals ............................54
Dropout rates of 16-24 year olds in civilian, non-institutionalized population by race/ethnicity: 1990-2010 ...............................................................54
Summary of Findings .............................................................................................75 x

1
Chapter 1
INTRODUCTION
The introduction of No Child Left Behind (NCLB) meant that for the first time in
U.S history, schools would be evaluated upon student outcomes , not educator intentions . This bill, which requires that, by the year 2014, all students in
America’s public schools perform at a proficient level on each state’s standardized assessment in reading and mathematics or face sanctions, sent a shockwave through the U.S. public school system. (Muhammad, 2009, p. 9)
Background
Despite the No Child Left Behind Act (NCLB) of 2001, for state accountability, some students remain behind the learning curve. Ladson-Billings (2006) argues that until educational stakeholders take responsibility for the inferior and inequitable resources, the persistent lack of funding, and the racism and class distinction that are institutionalized in the system , the achievement gap will remain firmly in place; Furthermore, children of color and those living in poverty will most certainly continue to be left behind. NCLB is an outcome-based accountability system that relies on tests in reading, mathematics, and science to judge the success of schools. The law requires that students be tested annually from third to eighth grade (Miller & Smith, 2011).
Since the inception of NCLB, American students are no better off academically than before (Partanen, 2011). Policymakers and the government continue to delay the process of helping our students by continuing to encourage the focus of unrealistic

2 standards. This policy is a measurement of achievement through testing and does not take into account or even address the inequities in the school system. Lisa Guisbond, policy analyst at FairTest, states that NCLB has neither significantly increased academic performance nor significantly reduced the achievement gaps, even as measured by standardized exams (Partenan, 2011).
Statement of the Problem
The purpose of this study is to research and discover why African American male students’ learning rate and achievement does not mirror that of non-Black peers. Critical
Race Theory (CRT) is used to guide this research. African-American male students in the State of California ranked in the 58 percentile range at the basic Math level, compared to other students who ranked in the 90 percentile range at the proficient or advanced level
(California Department of Education, 2012). With many of these male students in special education classes, facing frequent suspension and truancy, there is a great need for programs designed to engage these students in academia and offer vital tools to be successful in school.
The researcher selected this topic of study , not only because of the current state of education, the future of the schools in general. This research is based on the use of counterstorytelling, which is a methodological tool that allows telling the story of those experiences that are not often told. The stories people of color tell often counter the majoritarian or stock story that is a natural part of the dominant discourse. (Bernal &
Sleeter, 2004).

3
The academic achievement gaps between Black and White students are significant and continue to grow if authentic changes are not instituted now. The researcher brings attention to this important topic and contributes to the body of knowledge. In order for students to have equity in all levels of education, policy makers, schools, and parents must become unified in their commitment to change our schools.
The shared goals for equity include: equipping schools with qualified teachers, parents becoming more aggressive in their students’ progress and development in school, as well as ensuring students with the necessary training to be successful in school. Policy makers should impose a
“no tolerance” policy in terms of racism, and teachers must apply such fair equity policies regarding race and gender within the classroom. As for the relationship between the teacher and student (Noddings, p.109), all children need to feel safe in their relations with teachers. It must be acceptable to admit error, confusion, or even distaste for the subject at hand. But students must also accept responsibility for communicating their needs and feelings to teachers.
This study also focuses on early schooling experiences and factors that could play a role in shaping achievement outcomes for African American male students. Educators must bring immediate support to both schools and parents in the effort to prevent or lessen potential high school dropout rates. Since it is necessary to understand students’ attitudes towards school, teachers, and the academic environment at large, this study will focus on the curriculum and resources that aid or impede student achievement. As stated earlier, disengagement in school often begins during the elementary years. The focus

4 group of this study is fifth grade students. Scholastic struggle among African American students is a historical and social issue that needs to be addressed before we can alleviate the challenges that face our students. Olivos (2006), states that student underachievement and low bicultural parent participation are the result of a complex socioeconomic and historical structure of dominance.
It is often presumed the student is responsible for the success or failure in school.
Clearly, the student alone cannot bare responsibility for the breakdown in education anymore than he can be expected to fix it alone.
Olivos (2006) argues that the U.S. system is a part of complex system of domination that creates and recreates asymmetrical power relations based on race, class, and gender, and that the way to combat this system is to become cognizant of the contradictions found in it. Often, success or failure in the classroom is predetermined based on the geographical area of the school. (Duncan-
Andrade & Morrell, 2008) argue given the overwhelming body of evidence that reveals decades of funding and structural inequalities between schools in high- and low-income communities, it is illogical to compare schools across these communities and then decry urban schools as failures. When one set of schools is given the resources necessary to succeed and the other group of schools is not, we have predetermined winners and losers.
African American male students are at a disadvantage within the academic setting and they consistently fall between the gaps of achievement (Costner, Daniels & Clark,
2009). The student achievement of African American male students does not mirror the academic achievement of their non-Black peers (Clark, 1983). There is growing evidence

5 that Black male disengagement with schooling develops in the early grades and continues to intensify as they progress through school (Carter, 2006). Some students feel as though the school system has failed them or they feel that they do not belong, they join gangs, live a life of crime and end up in prison (Ginwright, 2004). He further argues that as most black youth are pushed out of schools and into prisons, the results are significant social, political, and economic forces that shape the experiences and identity of all Black youth.
Disengagement among African American male students begins as early as early as third grade. “Around third and fourth grade, there’s a shift in the way teachers instruct kids,” says Harry Morgan, an early childhood development professor at the State
University of West Georgia. “In the earlier years, teachers encourage social interaction,” but by the fourth grade classrooms become more of a static, lecturing environment.”
(Fremon & Hamilton, p. 2).
Students can lose interest in school during the early years so it is important to capture their attention and make the learning process creative and fun. “I first saw the drop off syndrome when I started working in school development back in the late sixties, and it was especially noticeable among students from low-income families, boys in particular”. (Fremon & Hamilton, 1997, p.2). The change in teaching approach, from an informal, learning-by-doing style to the more structured, sit-down-and-listen setup is toughest on male students, who tend to be more active than girls in elementary grades.
(Fremon & Hamilton).

6
There are after school programs designed to develop the talents of African
American students during non school hours . Some such classes provide cultural and educational enrichment. Such programs seek to enrich the life experiences of African
American students by introducing experiences that they would otherwise not be exposed to on a regular basis (Fashola, 2003).
There are barriers for African American male students in overcoming the learning challenges within the classroom setting. Barriers, such as racism, socioeconomic inequality, and a lack of parent/ teacher involvement are apparent within the school environment. (Perry, Steele & Hilliard, 2003) argue that socioeconomic status and crime are a set of factors that are used to explain the cause of low performance among African
American students. School site economics can reflect negatively if resources are not available to provide a safe, well staffed, quality academic environment within inner city and urban schools.
Opportunities may exist that allow students in one neighborhood school area to attend in another that ranks higher in testing outcomes and has a campus environment that is quite obviously better endowed with staff, curriculum materials and campus maintenance. However, some students may not want to leave their neighborhoods and schools for a quality education .
Some may desire to remain in their community and give back to other students through community service. It may not be a viable option for students to attend other schools, such as, magnet or private schools to enhance their learning skills (Ladson-Billings, 1994); not all African Americans believe that separate

7 schools are the answer. For some, a quality education does not necessarily mean attending schools outside of their district, though this could improve their scholastic achievement .
Ladson-Billings goes on to assert that magnet schools have a two-tier funding; so in essence, White students who attend these schools have access to even greater learning opportunities than African American students from all Black schools and communities.
The effects of these barriers in school are evident in the statistics. From the
National Statistics of Education (2012) one learns that the national dropout rate for 16- to
24-year olds is estimated at 8%. When broken down by race, the national dropout rate for
African Americans was twice that of Whites. Specifically, the dropout rates for Whites were 4.8% compared to 9.9% for African Americans, while, Latinos and American
Indian/Alaska Native youth dropout rates were 18.3% and 15%, respectively (National
Statistics of Education, 2012). The goal of NCLB should be to ensure all children succeed on academic exams, as well as fair equity in the classrooms. The challenge remains that since elementary schools have different requirements, goverment funding would cover all schools; and therefore, inner city schools would have the same access to funding as do the wealthier schools.
From the research, it is apparent that African American students are achieving at a level far below the national standards, while ranking below Caucasian students in their grade level. Statistics show that many African American students have math and language arts scores at the basic level and are far below the national average (National

8 statistics for Education 2012). Caucasian students in the same grade level scored much higher than African American students. (Perry et al., 2003) argues that the achievement gaps exist between Black and White children who come from similar social classes, and who attend the same school.
The problem is not the students’ inability to achieve; the problem is the gaps between the school system, the home environment, and the life experiences of African
American male students, which impact their success in school. Olives (2006) argues that the academic achievement gap will not close unless those parents whose children have historically failed within this system make explicit efforts to change the manner in which their children are being educated. Compared with white children, blacks scored lower on mathematics tests at every grade level studied between grades 1 and 12. Black-white mathematics gaps were usually similar for both boys and girls (National Center for
Educational Statistics, 2012).
Fortunately, there is a growing and encouraging body of research for schools to draw upon in order to prevent dropout by addressing problem behaviors, promote academic success, and enhance the overall health and well-being for students (Perry et al., 2003). In order for African American males to succeed, the American system of higher education system cannot look only to the students for change; they must also look at the faculty who are and will be teaching these students (Costner, Daniels, & Clark,
2009).

9
In addition, students and parents should never allow their environment or situation to cause them to abandon their rights and freedom and compromise their ability to achieve high standards in school. The schools, parents, and students must rally together and pool their resources to ensure that students will have a good start in order to be successful in school. Ladson-Billings (1994) concludes that teachers who practice culturally relevant methods help students make connections between their local, national, racial, cultural and global identities will have relationships with their students that are fluid and equitable and extend beyond the classroom.
Definition of Terms
For the purposes of this study, the following definitions of terms are provided:
Achievement Gap – a difference in scores between two groups of students (for instance, male and female, Black and White (NCES, n.d.)
Afrocentrism – an intellectual position grounded in African values and ethos.
Bicultural education – a pedagogical approach that encourages retention of a child’s original or family culture
Critical Race Theory – a radical legal movement that seeks to transform the relationship among race, racism, and power
Desegregation –the policy to integrate races in schools or housing
Multiculturalism – a view that social institutions should reflect many cultures
Definitions taken from Critical Race Theory (Delgado & Stefancic, 2001)

10
No Child Left Behind Act— the federal No Child Left Behind Act of 2001 (NCLB) an outcome-based accountability system that relies on tests in reading, mathematics, and science used to judge the quality of schools (Miller & Smith, 2011)
Significance of the Study
This research is intended to contribute to the broad field of education by identifying the factors that continue to cause students to achieve below national standards. Additionally, the current role of No Child Left Behind (NCLB) was constructed to address the achievement outcomes of children in the educational system in the United States, yet the ideals of this legislation have not been realized. Thus, it is important for researchers to look beyond standardized testing to understand the effectiveness of classroom learning and its relationship to student support. Not much has changed since the Brown vs. Board of Education, desegregation, or the induction of
NCLB. Therefore, the results of this research may be useful to those seeking to understand the historical and current role of legislation in shaping the lives of students in elementary schools.
This research is intended to contribute to studies in education, particularly African
American male students in elementary school. This research is meaningful because of the gaps in academic achievement between African American male students and White students, and the lack of studies that speak about the experiences of this population and from their point of view. Compared with White children, Blacks scored lower on mathematics tests at every grade level studied between grades 1 and 12. Black-white

11 mathematics gaps were usually similar in size for both boys and girls (National Center for
Educational Statistics, 2012).
Limitations of the Study
This research was limited to elementary grade students in fifth and sixth grades.
The ages of the participants were ten and eleven. While the research is beneficial to all students, the focus was on this age group in particular. Students attending a school in
California were studied to determine the factors which bring disengagement in elementary school. Factors which can impede a student’s success in school may or may not be prevalent to the study, as these factors may or may not exist in other schools within the United States.
Organization of the Study
In Chapter 2, the literature review, I discuss the context of research that includes an historical overview of Black education. Here we look at theories on racial identity and how segregation affects students in the United States. Also, a section of the review will briefly cover socioeconomic barriers, and issues related to parent and teacher involvement. Chapter 3 discusses Design of Study, description of setting, participants, and collection of data. I discuss the measures I took to analyze the data to provide information about students in the school and district. Chapter 4 reports results of the study to include full analysis of questions. Chapter 5 concludes with findings of study, limitations, and the need for further study.

12
Chapter 2
LITERATURE REVIEW
It is necessary to study African American male students in the public school system and the factors that play a role in the schooling experiences of these students at such a young age. This literature review examines how race plays a key role in the education of African American students, particularly male students. This chapter will also include theories on racial identity and how segregation affects students in the United
States. A historical overview of education is included, which discusses theories on racial identity and how segregation affects students in the United States. Teacher and parent involvement, which shapes educational success among students, is also included.
Also, a section of the review will briefly cover socioeconomic standards, which can be a barrier to student success.
Historical Overview of Slavery, Racism, and Education
Though the United States is the “land of equal opportunity” and it is made up of people from every walk of life, there is and will continue to be prejudice and racism
(Sleeter & Bernal, 2004). In the United States, connections between race and class tend to be undertheorized partially because of the myth that the United States is a “classless” society, which leads to a general refusal to examine class relations. Yet the forms and persistence of racism can be understood more clearly when racism is connected to capitalism.

13
Ladson-Billings and Tate (2009) state that thinking of race solely as an objective condition denies the problematic aspects of race of how we decide who fits into which racial classifications? How do we categorize racial mixtures? Their analysis suggests that, “race is a matter of both social and cultural representation” (pp. 167-168).
Racism extends as far back as slavery when Africans were brought to America and dehumanized as they were forced into the role of laborers toiling to create wealth in a nation that was not theirs. Cotton was a bountiful crop slaves picked in order that the slave masters could sell it for their own profit. Slaves were not paid, and this made them powerless and kept them from running away. Slaves could not read and write and if somehow they learned, often the master would sell them to another master to separate them from their families as a punishment for not obeying (Ladson-Billings, 2000). The
African American social and cultural experience, like those of each cultural group, is unique. They are the only group forcibly brought to the Americas for the expressed purpose of labor exploitation through racial slavery.
Delgado and Stefancic (2001) emphasize that Blacks were brought to this country from Africa in chains and made to work in the fields, where, some were viciously mistreated, which was, of course, an unforgivable wrong. Slavery ended with the Civil
War, although many blacks remained poor, uneducated, and outside the cultural mainstream.
Inequality continued to be an epidemic and although laws were put in place to protect Blacks, those who opposed the law, continued to enforce these inequalities for

14 years. Those who challenged the laws of inequality were often reprimanded for not accepting these illegal acts.
In 1892, an African-American man named Homer Plessy refused to give up his seat to a White man on a train in New Orleans, as he was required to do by Louisiana state law. For this action he was arrested. Plessy, contending that the Louisiana law separating blacks from whites on trains violated the "equal protection clause" of the
Fourteenth Amendment to the U.S. Constitution, decided to fight his arrest in court. By
1896, his case had made it all the way to the United States Supreme Court. Although slaves were freed and entitled to the same rights as Whites, the Thirteenth Amendment, which ended slavery, the Fourteenth amendment, which gave equal protection of law to
Blacks and the Fifteenth Amendment, which strengthened legal rights of blacks and protected newly freed slaves, still did not assure equality. Blacks were still treated much differently from whites, especially in the South. (United States Courts, n.d.).
Inasmuch as the country seems to have evolved, the progression has been slow.
Although the United States Constitution has been provided to benefit all people, and although it is created for all, it has not been implemented for all. (Ladson-Billings, 1996) so complex is the notion of race (and its use in U.S. society) that even it fails to “make sense,” we continue to employ it. Our concept of race, even in the postmodern (and/or postcolonial) world are more embedded and fixed than in previous time. However, being embedded or has only meant leads to new language and constructions of race so that

15 racial denotations are submerged and hidden in ways that are offensive without identification.
Brown vs. Board of Education 1954, was a significant part of history which continues to not only plague our community today, but is also a reminder of where we have evolved in education, as well as how far we must still go. Although the Declaration of Independence stated that "All men are created equal," due to the institution of slavery, this statement would not be grounded in law in the United States until after the Civil War and, arguably, not completely fulfilled for many years thereafter (United States Courts, n.d.).
Many state legislatures enacted laws that led to the legally mandated segregation of the races. In other words, the laws of many states decreed that Blacks and Whites could not use the same public facilities, ride the same buses, and attend the same schools.
These laws came to be known as Jim Crow laws (United States Courts, n.d.).
Ladson-Billings and Tate (2009) assert that African American and White children were alike and deserved the same educational opportunities. The rhetoric of “equality means sameness” tended to ignore the distinctive qualities of African American culture and suggested that, if schools were to make schooling experiences identical for African
Americans, we somehow would achieve identical results. Bringing equity to the classrooms is a skill that must be mastered by teachers, educators, and school administration on a local level in order to bring change at a higher level. The challenge

16 remains, for while we are still fighting for equity in the classrooms within our country, policy makers must acknowledge that there is still a problem.
There are many factors which determine if a student succeeds or not. Since the inception of slavery, inequity has played a major role in the quality of education, and among African American students, inequality continues to be a factor within the classroom. Even within the context of the classroom, there is much debate about why
African American students lag behind in the academic system. Earick (2009) believes that our public educational system supports White power and privilege that manifests itself in White supremacy. This is accomplished through the reproduction of White racial ideologies in our school and best exemplified by the widely publicized achievement gap.
Critical Race Theory (CRT) emerged in education following a history of inequality in education. Race is an issue within the school setting in this country. Ladson-Billings and
Tate (2009) discuss social inequity in general, and school equity in particular is based on three central propositions.
1.
Race continues to be a significant factor in determining inequity in the United
States.
2.
U.S. society is based on property rights.
3. The intersection of race and property creates an analytic tool through which we can understand social (and, consequently, school) inequity.
Critical Race Theory is the framework for this study to identify race, class and gender as well as the context of how these African American students, particularly male

17 students, and their experiences within the classroom and education as a whole. As a researcher, it is important to examine the relationships between the classroom environment and the students’ experience in education (Delgado & Stefancic, 2001).
Critical Race Theory (CRT) is a theory of study propagated by activists and scholars interested in studying and transforming the relationship among race, racism, and power.
Critical Race Theory questions the very foundations of the liberal order, including equality theory, legal reasoning, enlightenment rationalism, and neutral principles of constitutional law. Critical Race Theory is pertinent in understanding the history of
Black education, empowerment and oppression, particularly as it relates to the classroom environment.
Race and gender continue to impede the student’s ability to perform well in school. A Black student can play down Black identity in order to succeed in school and mainstream institutions without rejecting his Black identity and culture (Daniel-Tatum,
1997). Since these issues among the students cannot change, the classroom environment can change, in such ways as the methodologies and strategies that teachers utilize and the outside resources teachers could use to help African American males become successful in school. Rather than see race, class and gender as negatives in the classroom, they can benefit everyone as means to learn from each other’s culture and community. As students engage in advance education, they become positive models in society. Urban or inner city schools, along with the community, have a great responsibility of propelling students to higher education, however, (Duncan-Andrade & Morrell, 2008) believe that in order to

18 be effective, urban education reform movements must begin to develop partnerships with communities that provide young people the opportunity to be successful while maintaining their identities as urban youth.
Not all African-American students choose to attend desegregated schools. Some parents send their children to segregated schools as a personal decision. They continue the tradition of generations of children being part of the same neighborhood community and attending the same neighborhood schools. The individual’s skin color should not be the issue, but rather the quality of education these students receive. (Murrell, 2002) An
African centered theory is necessary to help teachers think through how to connect to the living experience of African American children without falling into the trap thinking that they need to first learn their culture for the purpose of improving their cultural synchrony with the mainstream.
Blacks have historically attended segregated schools. These same schools, in addition to being sites of learning, instituted practices and expected behavioral outcomes which not only promoted education as an act of insurgency in its own right, but were also designed to counter the ideology of African American intellectual inferiority and ideologies that saw African Americans as not quite equal and somewhat less than human
(Perry et al., 2003). In practice, this emancipation allows students to have access to relevant tools within their academic environment. When these students embrace their environment, they have the belief that they can be successful.

19
African-Americans were encouraged to pursue education for many reasons. Perry et al. (2003) suggest that Blacks pursued learning because this is how they asserted themselves as a free person, how they claimed their humanity. One pursued learning so he could work for racial uplift, for the liberation of his people. Individuals pursued education so one could support one’s people. Enslavement begins in the mind. This type of bondage can make one believe that it is impossible to strive for higher education for various reasons, such as, not having the financial means, or enough time, or some other obligation that could keep one from achieving excellence. Having the necessary skills to acquire a career can benefit the entire community. Education is not the sole reason for personal empowerment, rather, as a community gets involved and individuals seek life improvement, society as a whole benefits. Freire (1970) states, “human beings emerge from the world, objectify it, and in doing so can understand it and transform it with their labor” (p. 125). Moreover, as individuals seek empowerment through education, whether through formal or informal means, change takes place and transcends beyond race, class, and gender issues.
Socio-economic standards can often determine whether a student will have a chance to excel in school. Students who do not have the resources to progress in school will likely lose interest and are often passed on in school (Fremon & Hamilton, 1997).
For some students who are academically challenged, it may become difficult to progress to the level of their peers. In 1994, fourth-grade reading scores of African American

20 boys lagged behind those of all other groups at the same grade level. (Fremon &
Hamilton).
Ladson-Billings (2001) argues that students develop their academic identities long before they get to high school. Children can sense when there is discrimination and feel it would be easier to identify with being White. Daniel-Tatum (1997) argues that the Black child absorbs many of the beliefs and values of the dominant culture, including the idea that it is better to be White.
Society in general, judges people who may not have the same values or same struggles. A student, due to his socio-economic standards, may be labeled as “failing to thrive” possibly due to the inability to gain access to school resources, which are necessary to thrive in the classrooms environment. Perry et al. (2003) state that a child’s belief in the power and importance of schooling and intellectual work can be interrupted by teachers and others who explicitly or subtly convey a disbelief in the child’s ability for high academic achievement, as well as the child having a rightful place in the larger society-unless a counter narrative about the child’s identity as an intellectual being is intentionally passed on to him or her. While there are various stressors that pertain to the living environment, such as, inadequate housing, lack of financial resources, and transportation, and status in society, it does not mean they are incapable of being and becoming educated. Many people in the face of adversity have been able to endure hardships and be able to separate their “present” circumstances from the right to have a quality education. Being economically challenged does not make individuals incapable of

21 learning and excelling in their educational experiences. “This is validated according to the concept of meritocracy since it is believed that low-income parents must be lacking something, which is why they are living in poverty in the first place and their children are doing poorly academically” (Olivos, 2006, p. 37).
Because a student attends an African American school, does not mean the school is void of providing a quality of education. Morris (2004) argues that in highlighting the structural inequalities that adversely affect predominantly African American schools located in central cities; an unfortunate consequence has been the generic depiction of the schools and the educators who work in them as non-caring and academically deficient.
(Morris) They are depicted, together with African American people and culture in general, as inferior and deficit oriented. Such depictions provide a partial view of these schools and communities at the dawn of the 21 st century. They rarely capture the agency that has historically been demonstrated by predominantly African American schools and educators in response to persistent structural inequalities.
Delgado and Stefancic (2001) suggest that poverty lasts longer among Blacks and
Latinos than among Whites. White poverty lasts for only a generation or two (even for immigrant families). This is not the case for people of color. These individuals may have to struggle not only from a personal standpoint but culturally as well.
Duncan-Adrande and Morrell (2008) argues that if school achievement were a measure of intellect, achievement patterns would more closely mirror the random distribution of intellect that genetic scientists report in human populations. This is true

22 largely because the nations’ poorest young people are the most likely to be denied access to a quality education and then blamed (implicitly and explicitly) for their academic
“failure.” With an understanding that Black and Latino cultures are not progressing academically at a rate similar to that of Whites, it is now the time to move forward.
However, as long as the stigma of oppression and the mindset of impoverishment remain with people of color, the process of moving forward cannot take place.
As it is now, the educational system makes it virtually impossible for all students to receive the same education. Within the classroom setting, there is a class system, or form of hierarchy and privilege among students. Students learn at various paces and levels and while it is unfair to believe students learn at the same level, it is even less fair to insist that African American boys should learn at the same rate as other students.
Whether it is between boys and girls, or between Whites and Blacks, there are differences in learning outcomes. For example, the average 11 th
-grade young man writes at the level of the average eighth young woman. Still, when boys and girls are mixed in the same classes, it is easy for the boy to be labeled as “not reading at grade level” (Sadker &
Sadker, 2002).
In a classroom setting teachers need to have structure in this environment and they appreciate boys who do their homework on time, cause few disruptions, demand less in class, rarely complain, and do not need special education; such behavior may have social consequences for students (Sadker & Sadker, 2002).

23
Some African American boys struggle with whom they identify with. It may not be “cool” to be considered a smart student. High achievement is a goal in which all students should strive for. Having an appreciation for culture, as well as academics is an excellent goal and aspiration. Perry et al. (2003) believe some students may not like the idea of gaining knowledge and excelling in school because they are afraid of being labeled as being smart, bourgeois, or acting “White.” These students forfeit a quality education based on the thoughts and opinions of others. Among Black Americans, the term “acting White” is used in reference to blacks who use language or ways of speaking, display attitudes, behaviors, or preferences; or engage in activities considered to be White cultural norms (Tyson, Darity, & Castilleno, 2004).
Since African American students are behind the learning curve, technology can be a useful tool as a means of communication. Schools with advanced technology such as computers with internet access, as well as extracurricular programs, will be vital as these students seek advanced education. The public school system, however, is making progress to provide extra academic support to help children meet state standards. In school year 2009-10, more than 56,000 public schools across the country used Title I funds to provide additional academic support and learning opportunities to help lowachieving children master challenging curricula and meet state standards in core academic subjects. For example, funds support extra instruction in reading and mathematics, as well as special preschool, after-school, and summer programs to extend and reinforce the regular school curriculum
.
(National Statistics of Education, 2010).

24
This art of having quality education at a parent’s disposal is due in part to the difference in available resources that translate into economic and social power. Olivios
(2006) believes that when there is economic and social power, students and parents have access to the administrative staff at the school and have more of a voice than students of color, who because of socio-economic status, do not have access to programs. Many
African American students may have home support, but may be missing programs at school such as personal or group tutoring, which may be vital to their success in class.
The types of schools the students attend have an adverse affect on their learning and possibly fall prey to underachievement. For instance, schools in some cities are in disarray, and need repair. Some classrooms within the inner city schools do not have the proper heating and air conditioning. Public school principals were asked to describe the extent to which various environmental factors interfered with classroom instruction. A majority of schools, 56%, reported that various environmental factors, taken together, did not interfere at all with the delivery of instruction in permanent buildings, while the remainder reported at least some interference: 33% of those remaining reported minor interference, 9% reported moderate interference, while only 1% reported major interference (National Center for Education Statistics, 2007).
Because of the school environment and not having all the equipment needed for school success, students could possibly forfeit a viable education due to the inability to develop and use their creative gifts and talents within the academic setting. If this issue

25 is not addressed, disengagement may lead to drop out factors (Darder, Baltadano &
Torres, 2009).
Students should not only be receivers of information, but also have the ability to offer input within class. Freire (1970) believes the capability of banking education to minimize or annul the students’ creative power and to stimulate their credulity serves the interests of the oppressors, who care neither to have the world revealed nor see it transformed. This is the “banking” concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits.
They do, however, have the opportunity to become collectors or cataloguers of things they store.
Students can be misunderstood which can impede their ability to develop in class.
In addition, as students can be perceived as trouble makers or nuisances within the classrooms (Fremon & Hamilton, 1997), as no students ever want to be labeled, teachers may want to so ensure they have control of their classrooms and inadvertently or advertently label the students. And for Black boys, a teacher’s reactions to high energy levels may be compounded by racism.
Teachers’ Roles
Not only must African American male students compete to meet the requirements of school, but must also deal with issues stemming from discrimination, particularly in urban schools, and the frustration of trying to succeed in the academic environment.
These students are competing with themselves, trying to find their identity in school, as

26 well as trying to satisfy their parents and teachers. Gallaher and Polite (2010) argue that
African American males in urban settings need to be cared for and nurtured in responsive schools. Teachers must be supported in meeting the needs of all students. Finally, a critical component of this support includes increasing the ability of urban schools, via human and economic resources, to contribute to African American males’ social, cognitive, gender, and academic development. Although gender is part of the problem, gender also intersects with race and class, which cannot be separated in examining the experiences of the majority of African American male students in school. Socioeconomic standing, as well as the lack of both parent and teacher involvement can impede a student’s academic development.
Since gender and race are factors which shape schools negatively, teachers have the ability to effectively teach these students. When African American male students have a positive role model in class, it can improve the learning experience. However, most of the teachers in the school system are young, female teachers. The 2010 projected number of FTE (full-time employed) teachers includes 3.2 million public school teachers and 0.5 million private school teachers. In 2007-08, some 76% of public school teachers were female, 44% were under age 40 (U.S. Department of Education, National Center for
Education Statistics, 2012).
Delgado and Stefancic (2001) conclude that racism is a means of denying knowledge and privilege to African American students. Racial hierarchy and class privilege are on the one hand while on the other people may be treated as savages who do

27 not deserve equity. “A contrasting school-the realists, or economic determinists, holds that through attitudes and words are important, racism is much more than having an unfavorable impression of members or groups” (p. 17).
If racism were only a problem in schools, it would be easy to identify the teacher or any of the individuals who are creating the problem. However, since this problem is at an historical level, it is difficult to pinpoint the problem. Ladson-Billings and Tate
(2009) argue that the cause of their poverty is in conjunction with their school experiences, and schooling is institutional and structural racism. Although racism exists, it is up to the teachers to ensure the students receive equity within the classrooms.
Ginwright (2004) suggests that students are at a disadvantage because of their economic and socio-economic standards. “Many youth are pushed out of school and into prisons, resulting in significant social, political, and economic forces that shape the experiences and identity of all black youth” (p. 30). These children come from poverty and some single parent homes with moms being the head of household because the fathers have just abandoned them, are imprisoned, divorced or deceased. These boys have no role model since role modeling begins in the home. Even the men they admire are often not the greatest role models.
With the unsettling trend of African American male students at the elementary grade school level concerning disengagement, a plan must be in place to keep these students focused. Davis (2002) suggests that African American males need to be cared for and nurtured in responsive schools; that these schools and teachers need to be

28 supported in meeting the needs of Black males; and a critical component of support includes increasing the ability of schools to contribute to Black males’ social, cognitive, gender, and academic development.
The achievement gap within the school system is partly to blame as to why
African American students, particularly boys, are so far behind other students. Some of these gaps in achievement can be eradicated however, by the school system. Gallaher and Polite (2010) address the achievement gap with solutions to bring about change.
They show the factors that contribute to the gap and the school strategies that could help reduce the gap, which are to offer culturally competent training, and demand high standards and accountability for subgroup performance. Furthermore, there is a need to ensure participation of minority students in rigorous courses. The solution would be to offer challenging curriculum and instruction (multicultural/differentiated). A focus on quality curriculum and supportive support would offer equity within the classrooms
(Gallaher & Polite, 2010).
Davis (2003) states the negative consequences of the achievement gap are far more acute for African American males, who are victimized by chronic, systemic levels of poor performance and behavior problems, than other students. The most influential theories currently proposed to account for the relatively low academic performance of
African American boys, center on three areas: student attitudes, social organization of schools, and masculine identity. Thus, when the elementary Black boys have unequal access to the curriculum, achievement inequalities in the later grades are not surprising.

29
Early academic success in school can lead to higher levels of academic confidence and motivation, which may in turn help to prevent school dropout, leading to better vocational preparation, subsequent higher rates of employment, and ultimately greater economic power and social contribution (Campbell & Ramey, 1995).
Most often, teachers spend more time in the classrooms disciplining the students, when they should spend the majority of their time teaching and encouraging students to enjoy the learning process. Black students often have discipline issues, are subject to suspension, and are in remedial classes. (Sadker & Sadker, 2002, p. 162). It could be frustrating when students have problems at home and attend schools where they have been labeled as problem children or troublemakers. And they are more likely to be enrolled in special education classes than Caucasian students (Gallaher & Polite, 2010).
In fact, African American male students account for two-thirds of all students served in special education. Many of the students have been labeled as having learning disabilities, but that is not always the issue; the issue is possibility the way in which they connect with learning or needs a teacher who has the time and patience to work with them.
Sadker and Sadker (2002) states that these males (African American students) are disciplined more harshly, more publicly, and more frequently than girls, even when they had violated the same rules. Boys account for 71% of school suspensions and have a higher risk of dropout rate than females (13% to 10%). Males (and students from lowincome families) not only receive lower grades, but they are more likely to be grade repeaters.

30
As stated earlier, some scholars believe that boys are at a disadvantage because they do not have the proper role models. Fremon and Hamilton (1997) state that the earlier Black boys are exposed to Black men in academic settings, the better, and educators agree as well. The sight of male teachers in the early elementary grades will help boys appreciate how important school is. Often, males need a role model since there may not be a positive figure in the home, or in the community to help them thrive in an environment. Davis (2003) states that Black boys who spend more time on homework and attend school regularly also perform better academically and are more engaged in their schooling.
This often encourages students to grow academically and socially, by allowing them to envision how they should conduct themselves as young men. This would empower these boys to want to grow and learn in the academic environment, be a positive person in the community, and also give back to other young boys in the community. Davis (2002) mentoring programs seek to support current school activities by providing a positive presence of adult Black men. Mentoring programs that assign professional Black men as role models for young boys, typically in elementary and middle schools, have been established in many school districts.
Parents’ Roles
A student’s success or failure, though not solely dependent on a parent, guardian or relative, may need not only assistance with homework, but also needs to feel that his parents care about them, this builds self-esteem and confidence at home and in the

31 classroom. “The quality of any school rests a great deal on how much parents support it,” says Harry Morgan, and “Parents and teachers need to be partners (Fremon & Hamilton,
1997, p. 7). Previous research on the socio-economic status of parents determines how a student succeeds in school. That however, is not always the case. Even in the face of adversity, students can thrive in the academic environment and proceed to college. Many parents with children, who come from low-income homes or impoverished inner cities, typically want their students to have increased opportunities that were not available to them. Clark (1983) argues that it is the overall quality of the family’s life-style, not the composition, or status, or some subset of family process dynamics, that determines whether children are prepared for academically competent performance in the classroom.
As parents become more involved in their students lives inside and outside the classroom, it is possible to put pressure on the administration to provide various programs that the wealthier schools have and thus close the achievement gap. Research shows that
African American parents tend to become more involved at home with their students, but
White parents are more involved at the school. Olivos (2006) believes that families of all income and education levels, and from all ethnic and cultural groups, are engaged in supporting their children’s learning at home. Therefore, since White, middle-class families, tends to be more involved at the school level, supporting more involvement at school from all parents may be an important strategy for addressing the achievement gap.
Davis (2003) states that elementary school, particularly those in low-income, inner-city and rural areas, traditionally have been neglected, under-funded, and burdened

32 with limited parental and community support. When the schools do not meet the federal goals on an annual basis, government funding is often taken away from schools and the administration has less funding available to aid the students. In school year 2006-07,
Title I served more than 17 million children. Of these students, approximately 60% were in kindergarten through fifth grade, 21% in grades 6-8, and 16% in grades 9-12, 3% in preschool. (National Center for Education Statistics, 2007). Without proper funding, students do not have access to simple things like computers, private tutoring, and remedial programs to help students whose scores are below average.
Students can often have stressors in or outside of the classroom. This can affect their academic achievement. They may have an inability to cope and schools may not offer resources to these students. When students become frustrated in school, they leave school because they think school will not offer them anything. Gallaher and Polite
(2010) believe Black students who live in poverty are more likely to transfer schools than are impoverished White students. This lack of stability, which results in students constantly having to catch up to keep up with their classmates, has a negative impact on school achievement.
Parents send their students to school to gain knowledge and achieve a great education. Many parents have the hope their students will continue on to college and become professionals. The hope is soon dissolved when these students are in class and parents learn their students are not meeting the basic skills in school. Some parents experience a sense of helplessness, unsure of how to make the connection with the school

33 and their students in order to help their children overcome the challenges in school.
Clark (1983) asserts that many parents have assumed that the primary function of the school is to make their children literate and successful. However, the schools accept most incoming ethnic students, but teach them just enough to enter occupational positions that parallel the status position of their parents.
Davis (2003) the extent of parental involvement in the early years of schooling was critical, including the preschool program in which the boys were initially enrolled.
Parent involvement is a major factor in the success of a student. There should be a balance of school involvement and at home interaction to ensure parents are equally involved in the process of education of their students. All parents need to be aware that while they need to support the students well being, it is also necessary to support them in the education process. Olivos (2006) states that parents may either have certain barriers
(often due to work obligations) that preclude them from being a greater presence at the school or they given low impact labor chores, when they do show up, which are often based on the school personnel’s assumption that these parents are incapable of do more meaningful activities.
As a child’s home environment also plays an important role in helping a child succeed in school, Ladson-Billings (1994) expresses that it is necessary to honor and respect the student’s home culture. However, what parents, teachers, and community activists are advocating is merely an accurate and fair representation of African American culture in the school curriculum. It should never be the intent of the school to not to

34 acknowledge a family’s culture since it is a part of who they are. What a student brings to the classroom is relevant to his learning. It is often presumed that African American children are exactly like White children, but just need a little extra help. Ladson-Billings
(1994) states that rarely is an investigation of the possibilities of African American students having distinct cultural characteristics (requiring some specific attention) nor has there been an adequate examination of the detrimental impact of systemic racism.
Parent involvement and mentoring is crucial to the success of these students.
Often students who have help outside the classroom will perform better in school than those who do not. When a parent has power and financial resources to assist their students, they have access to programs and other school equipment that money could buy. Olivos (2006) argues that economic power in our country provides a greater sense of independence and leverage for those who possess it. Economic power also has obvious advantages for a parent whose student is struggling in school.
When African American students lack support at school and home, it can be detrimental to the success of these students (Fremon & Hamilton, 1997). Without help from caring adults at home, in the community, and in the schools, those Black boys may never be able to rediscover their sense of wonder about learning-indeed, or their sense of hope. Olivos (2006) argues that the low social status of the bicultural parent places them in a position of constant struggle with the school system. Status and power are very important in the schools and parents who exude these characteristics often have students who excel in school. When parents have financial resources, the staff gives more

35 attention to these parents. Whether the situation is positive or negative, the issue is resolved. The parents are well respected and are given preferential treatment. Olivos
(2006) having status is best reflected in the treatment rich parents receives when they interact with school and they are frequently consulted on issues which affect their children and school. In our society, a lack of political power is inseparably tied to a lack of economic status power.
It would be easy to blame parents or students for the lack of engagement of
African American students in school. Perry et al. (2003) argues that few administrators know how to effectively use the cultural formations of their school’s multiracial and multiethnic students to frame a central message, to create a figured community, and to carefully craft a school culture of achievement that has salience for the students.
Everyone must take responsibility for the lack of understanding and the role of academic learning.
Perry et al. (2003) states that schools or spaces in schools are not intentionally organized to forge identities of African American students as achievers. However, students, parents, and the administration must all work together to ensure quality education and fair equity in the classrooms. Perry et al. (2003) believes that community programs, churches, and schools must figure out how to deliberately pass on to African
American youth the African American philosophy of schooling. It would be easy to blame the parents and say that because of their economic standings the students are suffering, but the achievement gap stems far beyond a students’ ability to learn, for it is

36 the way we treat students through race, class, and gender that must change. This change must be made all the way to the White House.
Perry et al. (2003) argues that we have to face the fact that if we are going to have this public conversation about African-American student achievement, it will inevitably become a conversation that blames Black parents, Black students, and Black community.
He further states that conversation about African-American achievement is problematic because it fails to begin with a careful examination of all aspects of the school, with an eye toward understanding how the school’s day-to-day practices participate in the creation of underachievement.
Delpit (1999) states that we can continue to view diversity as a problem by attempting to force all differences into standardized boxes, or we can recognize that diversity of thought, language and worldview in our classrooms cannot only provide an exciting educational setting, but can also prepare our children for the richness of living in an increasingly diverse national community. As the curriculum plays an important role in developing skills, socio-economics plays a role in shaping African American students as well; some students do not have access to scholastic books, tutoring, and technology.
Therefore, if a student is not equipped with the proper learning tools, this will affect the learning process. While our classrooms promote diversity and multiculturalism, these classrooms often do not promote the knowledge that is gained by reading culturally diverse textbooks and learning about other student experiences through their culture and background. Students have a great chance of success if they realize that their teachers

37 care about them. Teachers who show their students they care can have a great impact on their learning. One way to show care is in the types of materials chosen for learning.
Grant (2008).
Ashanti (2003) states that more African Americans are beginning to search for educational methods which will help them counter the poor educational conditions that the majority of their children suffer. He further states that African-centered pedagogy and curriculum are designed to teach African children in a manner that takes their history, culture, identity and politics into account for the ultimate purpose of solving their problems (Ashanti). It is designed to help students develop self-esteem, individual agency, the expectation of high achievement, and future career and social goals. For instance, students often cannot relate to the material found in the textbooks they read.
The history books are Euro-centric and there is very little cultural information taught in the history books and other books in which a student can see himself reflected.
Ginwright (2004) argues that Euro-centric bias in curricula puts students of color at a learning disadvantage and damages their self and cultural esteem. It would not make sense to change textbooks to reflect only cultures, and that would virtually impossible; however, the books should not pertain only to basic skills but also bring cultural understanding to the class. Ogbu (1992) believes that multicultural education generally ignores the minority student’s responsibility for his own academic performance.
Multicultural education models and actual programs point towards educating minority students as a process in which teachers and schools must change for the benefit of the

38 students (Ogbu). We suspect that multicultural education theories and programs are rarely based on actual study of minority cultures and languages. To our knowledge, many proponents of multicultural education models have not studied minority cultures in minority communities, although some have studied minority children at school and some are minority-group members.
Each student’s learning experience is unique and the teacher should be equipped culturally and emotionally to cope with the learning environment. Ginwright (2004) argues that Afro-centric reformers believe that students who come from ethnic, racial, and linguistic backgrounds other than their teacher’s will experience cultural incongruence in the classroom, which in turn can lead to academic failure. Afro-centric education is grounded on the “notion that culture influences all dimensions of human behavior, including teaching and learning” (p. 24).
There is no cookie cutter way to bring comprehension to classroom learning.
Since students learn and adapt differently, communication between teachers and parents is vital to ensure students have a positive outlook on school. For example, the hip-hop culture has become popular among urban and inner city youth. When teachers think outside of the box and provides diversified curriculum, it enhances their ability to learn, and thereby makes learning exciting. Students, who are able to display their creative talents as well as excel academically, tend to have a positive attitude in the classroom, which sets the stage for success in later years. For this reason, intervention is important during the early years of education. Hill (2009) says that given the salience of hip-hop

39 culture in the lives of many urban American youth, the educational community has begun to pay considerable attention to the pedagogical possibilities of hip-hop culture within formal schooling contexts. Some students may display an innate ability to create poems
(spoken word), and artistically gifted. Most inner city schools do not have extracurricular programs because of the lack of budget, so this supplanting of the hip-hop culture can expand the learning experience. (Hill, 2009) says scholars have shown elements of hiphop culture-rap music, turn-table skills, break dancing, graffiti culture, fashion, and language can be used within classrooms to improve student motivation, teach critical media literacy, foster critical consciousness, and transmit disciplinary knowledge. Often, students lose interest in learning if all they are only exposed to academia and their creative talents are not challenged.
Teacher Involvement
Most educators believe the achievement gap is basically between Black and
White student achievements. In most urban areas, African American students are often trapped into or relegated to under resourced and low-performing schools that are radically segregated and isolated (Perry et al., 2003). The problem is about achieving excellence among black students and equipping and empowering them to believe they too, can achieve and become students of high achievement. While it is evident that other factors cause the lag in education, this is merely a byproduct of the problem. The responsibility must be taken for what has happened with the students and create a plan to close the gap

40 completely. Perry et al. (2003) argues that when we choose excellent performance as the goal, academically and socially, we change the teaching and learning paradigm in fundamental ways.
The mindsets of students are totally different within the classroom. Depending upon information and feedback students receive from teachers, parents, and other role models, it may or may not be beneficial to their success in school. O’Conner (1999) captured student’s conceptions of opportunity, and these students emphasized, to various degrees the importance of education, persevering through difficult times and circumstances, being committed to a goal, or simply working hard. The following are examples of the centrality of hard work individual effort of education in renderings of how one makes it in the United States:
Well, if you stay in school and try, and you get the right grades (good or bad as long as you get them), but especially if they do good, and if you stay in school, you got it made (Low-achieving male student).
Basically anybody that tries [has the best chance to get ahead], because if you try, you’ll succeed (High-achieving male student).
So it does not always depend on the school, environment, or economic standard of living, positive or negative reinforcement can affect a student’s belief system depending what they are being taught. The role of the teacher is to engage students in the learning process and make learning equitable for all within the classroom (Ladson-Billings, 1994); for the notion of equity as sameness only makes sense when students are exactly the same. If teachers pretend not to see a student’s racial and ethnic differences, they really

41 do not see the student at all, and are limited in their ability to meet their educational needs. Many students are not fully equipped with the tools needed to be equipped for success and all students are expected to learn in the same manner. Because of the differences in cultural backgrounds and environments, the way in which students learn will vary greatly (Gallaher & Polite, 2010).
African Americans have always played a role in helping their students become successful and teaching them to progress in higher education. Lynn (2002) states that from the Black men’s perspective, it was their task to possess an invaluable knowledge about their communities to help change the conditions of Black people in the United
States. By and large, they believed that teaching was the vehicle through which such change could occur. It has always been the intent to provide guidance and support and become the advocate for student equality. Typically, teachers become educators for change because they envision a better learning opportunities for students. Lynn’s (2002) study shows that Black male teachers were clear about the connections between teaching and social change. Even more important, they saw teaching as an opportunity to correct social, political, and even economic wrongs.
Lynn (2002) Black teachers, especially male teachers, play a vital role in the lives of African American students. Research shows that while Black teachers are not monoliths, they tend to be among the most vocal advocates for disenfranchised Black students in urban schools. Having a mentor or role model has always been participation among the African American culture, and it is evident that male students’ self esteem

42 improves dramatically when they have role models to follow. (Muhammad, 2009) argues that the confidence a teacher has in a student promotes self-confidence within that student. Teachers who are positive and bring hope to the classroom play an important role in the success of the students. He states that positive teachers employed teaching methodologies that best promoted achievement of that goal. Male students gain a sense of confidence, and they can identify with their culture including the various struggles of their race. These students can relate to male teachers who they can mirror. This will influence them because when the teachers are involved with them scholastically and are positive role models, they can become viable options even when there are no other male role models in the student’s life (Lynn).
Another factor that plagues our education system is the high turnover rate among teachers (Ladson-Billings, 1994). When there is disorganization and new teachers do not have mentors to assist them through the maze of their new environment, some become discouraged and feel it is pointless to continue. It is possible that if new teachers went into teaching with a mindset that they must be patient with the process of teaching and become familiar with the needs of the students and faculty system, they may be less easily disillusioned? While teachers may start out “battle ready” and suited for the task of teaching what they have learned as newly credentialed teachers, they begin to feel as though they have failed as teachers, when it is the students who suffer the most. Ladson-
Billings (2001) asserts that too often beginning teachers are given difficult assignments

43 with limited professional support and their own sense of failure drives them from the classroom. Then more new teachers are hired; and the cycle repeats itself year after year.
In addition, teachers can become disillusioned due to the increase in workload and class size at inner city schools. They may be expected to work in an environment that is overcrowded, does not provide enough textbooks or quality supplies to support the learning experience. As for the work environment, both inside and outside the classroom, the teacher must not only contend with not having all the tools necessary, but in some cases, are also concerned about their safety. Although teachers are qualified professionals, they should not have to contend these conditions, but (Jenlink & Townes,
2009) believes that race has been and continues to be the single most robust predictor of these educational experiences.
Creativity with Diversity in the Classroom
The playing field needs to be leveled for students. Freire (1970) believed that oppression is within the educational system; he also believed that education can liberate people from bondage. Thus, everyone within the education system, especially students, have the right to a fair and ethical education. From this view, it is possible to engage students to become critical thinkers after they understand the education process. Yet, students often do not have the freedom to express themselves creatively within the classroom setting due to being recipients of banking education (Friere). “Banking practices treat students as objects of assistance; problem-posing education, on the other

44 hand, makes them critical thinkers” (p. 83). This allows the students to be critical thinkers, rather than the teacher who inputs information into the student.
Curriculum within the classroom is not only vital, but relevant to instruction in the classroom. However, the way instruction is displayed is another important factor to determine students’ success in school. For example, Delpit (1995) argues that issues of power are at play in school. The entire entity we know as education exerts power over the students; there is the power of the publishers of textbooks, and the developers of the curriculum to determine the view of the world to present; there is the power of the state in enforcing compulsory schooling; and the power of an individual or group to determine another’s intelligence or “normalcy.” Finally, if schooling prepares people for jobs and the kind of job a person has determines her or his economic status, then schooling is intimately related to that power (Delpit, 1995).
Creativity must be taken into considered when working in a classroom setting.
Delgado and Stefanic (2001) believe that if critical pedagogy provided urban students with better skills and greater confidence, as well as a sense of community, they would perform better than they do on educational standards and standardized assessments.
Each student is different and so is the way in which they learn. Some students are audible learners. Others are visual learners. Some students are hands on learners.
Fremon and Hamilton (1997) a black boy referred to special education simply has a different learning style, says Marcia James a resource specialist teacher for the Los
Angeles Unified School District. Black boys are too often misdiagnosed as learning

45 impaired. “He may be more of an auditory or tactile learner,” she explains. “Or he may have some problems at home that are hampering him” (Fremon & Hamilton, p. 4).
When a teacher is teaching from a textbook only, he must be aware of his students’ level of understanding and take care not to make assumptions about the child who sits quietly and asks no questions. The student may very well not understand what is being conveyed. Although it is impossible for a teacher to meet every need of every student, it is vital to establish a course of action early on within the classroom to ensure success of every student. Davis (2003) argues that explanations of the achievement gap relate to how schools are organized in terms of curriculum issues, teaching strategies, school achievement climate, and expectations. How schools structure students’ opportunities to learn has been shown to influence academic achievement.
Ladson-Billings (1994) believes that teachers who see African American students as mere descendants of slaves cannot be expected to inspire them to educational, economic, and social levels that may exceed their own. Because a teacher cannot see students as successful people immersed in higher education, they will not be able to see them through their current situation. Teachers must be empowered to help the students culturally, emotionally, socially, in addition to academically. Teaching is more than a paycheck. If teachers do not enjoy their work, they are teaching for the wrong reasons.
Summary
In sum, a student’s success or failure depends on many factors. Since there are so many variables that lead to success or failure, examining student experience through the

46 lens of Critical Race Theory, teacher involvement, and parent involvement, is necessary to better understand the schooling experiences of African American male students.
In a classroom setting, the teacher needs to have a scholastic relationship with the students. While we need teachers who share a passion for teaching and are successful with interacting with the students, there is a culture and relationship that African
American students share with African American teachers. There is a kinship of history and core values that can only be expressed through this relationship. Delpit (1995) suggests that appropriate education for poor children and children of color can only be devised in consultation with adults who share their culture. Black parents, teachers of color, and members of poor communities must be allowed to participate fully in the discussion of what kind of instruction is in their child’s best interest. Students should also be allowed to bring culture into the classroom without detracting away from the academic culture of the classroom. Culture and family history is a part of the student’s life. By bringing in the culture, values, and history to the classroom, it is a way for students to make a connection with home and school (Ginwright, 2004). Afro-centric scholars argue that cultural omissions in schooling and curricula consequently erode students’ cultural and self-esteem and contribute to poor academic performance.
The question of what curriculum is taught within the classroom is not the sole issue plaguing students (Earick, 2009). it is just as important to know how the information is taught and displayed in the classroom. It is known that if students have the confidence and support of educators and home support, they will grow academically,

47 even if their environment is negative. All students have the ability to learn and excel in school, but often students are stereotyped and made to believe that they need an extra push in school or have to be involved in special school programs to be high achievers.
Ginwright (2004) states that every child not only can learn, but can learn everything and that optimal and or maximum learning takes place when knowledge, knowing and the knower are culturally connected. Effective teaching and learning will be characterized by cooperation and mutuality.
A positive educational environment among students begins with the teachers.
They are usually the first line of contacts for students in terms of their personal life and their ability to engage with the students can determine the success in school. Students, who interact with each other in a relaxed atmosphere, tend to excel at learning. Friere
(1970) says the teacher is no longer merely the one who teaches, but also one who is himself taught in dialogue with the students, who in turn, while being taught also teaches.
Students can see when teachers are images which they can see, whose reliability they can count on and who relates to them and understands them culturally and ethnically.
Students can thrive in an environment in which they have the ability to enjoy learning, and allow their minds to open up to learning. When these students feel empowered, they tend to express themselves freely. Students can even be advocates within the classroom.
Though in the traditional classroom setting, it is often thought that the teacher is the main source of teaching and the students are the recipients.

48
Most often, however, parents must work to provide financially for the home.
Some African American students whose parents work long hours may not have the accessibility to school activities or involvement in the way that other two-parent families who share family responsibilities can (Olivos, 2006). However, this should not frustrate parents to participate in the social, cultural, or academic aspects of school. Parents have so much to offer and when they become involved in any way possible in students lives, that student has a far greater chance for success. Studies of the poor American family’s role in children’s achievements have often focused on the household composition, specifically the presence or absence of the father in the home, as the major factor (Clark,
1983). Any form of parental involvement, whether in or out of the classroom, shows that parents care and are contributing to the success of their students.

49
Chapter 3
METHODOLOGY
When schools support cultures as an integral part of the school experience, students can understand that academic excellence is not the sole province of white middle-class students. (Ladson-Billings, 1994, p. 11)
This study is important in understanding African American male students’ elementary school experiences, including the roles that both parents and teachers play in the lives of these students. The study utilizes data based on the attitudes, beliefs, and practices of six African Americans students in fifth and sixth grades. One of the students declined the interview, but participated in the survey. The methodology of the interview and survey is important because there needs to be a clear definition of the problems, and how to address them in support of student academic achievement. This research is limited, but is provided to determine contributing factors, which lead to disengagement and underachievement at this grade level.
Setting of the Study
The setting for this research study was conducted at Oak Dell Elementary School in Rio Lane, CA. In order to examine student learning experiences, the researcher used class observation in conjunction with audio taped interviews to gain a clearer understanding of the overall student experience and classroom participation.
Additionally, since some respondents answered the survey in class and some were interviewed via audio recording, there was an absolute consistency in the way the survey

50 was answered. The study also involves students in one school, which affected the ability to generalize the results beyond the population studied. The school studied is predominately white, and the researcher felt it would have been necessary to have a comparison study of the same population at another inner city school. Some school data is provided to show varying degrees of how African American students compare to non
African American Students. For example, Table 3 shows that within the district
2010/2011 school year, African American students made up less than 10% of the total student population. The school total was 447 students and there were only 47 students attending Oak Dell. However, statistics do not reflect how many of students African
American males.
Table 1
Oak Dell School Expulsions, Suspension, and Truancy Information, 2010-11
Oak Dell
Elementary School
Delta Unified
School District
Sacramento County
California State
Students
Enrolled
447
18,860
235,388
6,174,717
Truant/Tardy with
Unexcused Absence
Suspensions
3 or More Days
Expulsions
174
5,672
19
1,866
2
98
74,325
1,837,830
40,542
700,884
496
18,649

Table 2
Selected District Level Data – African American Students at Basic & Proficient Testing
Levels, 2010/11
51
District
Delta School
District
County Total
State Total
Enrollment Average Language Language
Class Size Arts Percent Arts Percent
Proficient and Above
Basic and
Above
Math Percent
Proficient and
Above
18,893 29.1
237,567
6,217,002
21.3
24.2
64% 85%
Total Tested: Total Tested:
(14,250)
53%
(14,250)
80%
Total Tested: Total Tested:
(173,205)
54%
(173,205)
81%
Total Tested: Total Tested:
(4,590,981) (4,590,981)
58%
Total Tested:
(13,905)
50%
Total Tested:
(169,764)
50%
Total Tested:
(4,518,831)

52
Elementary School Report: Selected District Level Data – Delta Unified School District
2010/11
Table 3
Oak Dell
School Hispanic
Latino
Oak
Dell
178
Table 4
Alaska
Native
1
Asian Pacific
Islander
48 9
Filipino African
American
2 48
White Other
Races
151 10
Total
447
Students Enrolled During 2010/11 School Year
Hispanic
/Latino
American
Indian/
Alaska
Native
142
Asian Pacific Filipino African
Islander American
White Two or Total
More
Races
2002 147 385 1,474 11,161 395 Delta
Unified
School
District
3,135
Sacramento
Total
California
Total
66,529
3,197,38
4
2,092
43,552
31,549
529,51
0
3,345
35,787
6,163
159,05
8
32,951
416,098
84,572
1,655,
598
8,710
112,788

Table 5
Statistics of Delta Unified School District, Including Percentage of Total African American Students Enrolled
District Enrollment African
American
Delta Unified
School
18,893 1,474
District
County Total 237,567 237,567
State Totals 6,217,002 6,217,002
Drop-Outs
(prior year, grade
9-12)
74
3,949
416,098
Pupilteacher
Ratio
Avg.
Class
Size
25.5 29.1
Free or
Reduced
Price Meals
5,885
Unofficial
Enrollment
Used for
Meals
18,785
# of
Students per
Computer
6.5
26.1
23.1
21.3
24.2
130,832
3,465,446
231,736
6,113,250
6.1
5.8

54
Table 6
Number of Children Receiving Free and Reduced Price Meals
Delta Unified School District
Oak Dell Elementary
Table 7
5,885(31.3%)
361(81.5%)
18,785
443
Dropout rates of 16-24 year olds in civilian, non-institutionalized population by race/ethnicity: 1990-2010
Year Total White Black Hispanic
1990 12.1 9.0
1995 12.0 8.6
1998 11.8 7.7
1999 11.2 7.3
13.2
12.1
13.8
12.6
32.4
30.0
29.5
28.6
2000 10.9 6.9 13.1 27.8
2001 10.7 7.3 10.9 27.0
2002 10.5 6.5 11.3 25.7
2003 9.9 6.3 10.9 23.5
2004 10.3 6.8 11.8 23.8
2005 9.4 6.0 10.4 22.4
2006 9.3 5.8 10.7 22.1
2007 8.7 5.3 8.4 21.4
2008 8.0 4.8 9.9 18.3
2009 8.1 5.2 9.3 17.6
Race/Ethnicity
Asian/Pacific
Islander
4.9
3.9
4.1
4.3
3.8
3.6
3.9
3.9
3.6
2.9
3.6
6.1
4.4
3.4
American Indian/Alaska
Native
16.4
13.4
11.8
Reporting standards not met
14.0
13.1
16.8
15.0
17.0
14.0
14.7
19.3
14.6
13.2
2010 7.4 5.1 8.0 15.1 4.2 12.4
(U.S. Department of Education, National Center for Education Statistics, 2012).
The graphs give an overview of the school, as well as the district, which is for informational purposes rather than showing evidence that African American students are

55 adversely affected in school due to these statistics. Students and faculty believe that students who have teachers with whom they can identify can greatly improve the outcome because this can be a positive tool to encourage male students to pursue higher education.
Table 7 shows the dropout rate of race and ethnicity of students within the United
States. Although the dropout rate has declined between 1990 and 2010, there is still a large gap between Whites and African-American students. There are many factors that would determine the gap including socio-economic standards, teacher capability to effectively teach, and levels of parent involvement. This chart is shown for information purposes only, but since the study is based on student disengagement in elementary school, it is necessary to include the dropout rate.
It is vital to have African-American male teachers to inspire and encourage male students to succeed in the academic environment. An interesting comment made by a male teacher at Oak Dell Elementary stated, “These [Black] students need to see more teachers who look like them and give them the hope and belief that they too can be a success.” He says there are currently no African American male teachers at the school.
The teacher was referring to the challenge of not having African American male teachers whom students can relate to. This is extremely important, as some students do not have a male figure in the home. They need to see that there are successful African American men within the school system.

56
Population and Sample
At-risk African American students were selected by the principal for this study to provide adequate research on their experiences at the elementary school level. It is crucial to gather honest information from the students. The participants are fifth and sixth graders between the ages of ten and eleven, all African American. One student was a
African American and Latino combination. However, he identified as being African
American. The surveys were given to the students and they were completed with the researcher.
All research records and pertinent information will be stored in a locked file cabinet. Participant’s names have been changed using pseudonyms to protect the privacy of students, faculty and school. The participants are chosen by the principal and were identified as at-risk students who need academic support. These students gave feedback so the researcher collected data in the form of interviews and survey data.
Design of the Study
The design of this study involves using mixed methods. Qualitative data collection in the form of narrative interviews and quantitative data collection in the form of surveys were used to examine the academic experiences and voices of these students.
There surveys issued were read aloud to each student, and the students were recorded to capture their voices (Appendix A).

57
Data Collection
Each student who participated signed an “assent” form and a parent of each student signed a “consent” form. (Appendix B). Five surveys were completed and five audio interviews were performed. These surveys and interviews were conducted and privacy was maintained. Students were allowed to freely express themselves during the interview process. The survey data was calculated and examined based on how many students circled the same answers. The survey was quantified based on the respondent’s answers.
The researcher collected consent forms, facilitated the general discussion of initial research, and explained the aspects of research. The audio recording of each student’s voice was recorded and transcription of notes were made to capture the feedback. The consent form was sent home for parent signature and it explained the purpose of the research and analysis of African American male students to both the parents and the students.
Instrumentation
The frequency of the questions was rated by the five-point Likert Scales with questions ranging from “Strongly Agree” to “Strongly Disagree.” The examples of questions were, “My teachers and other staff say positive words to me.” and “When I don’t turn in my homework, my teachers ask me why I didn’t turn it in.” The Likert-type scale was a beneficial tool, as it was one of the unbiased scales, and it was based on the opinion of the students and not on the thoughts of other students. There were no correct

58 or incorrect answers. It was strictly what the students determined to be the closest answer to how they felt. A drawback to the Likert-type Scale would be the students not answering honestly, and this could greatly affect the outcome of the findings. A benefit is that questions used are usually easy to understand and this leads to consistent answers.
A disadvantage is that only a few options were offered, with which respondents may not fully agree, and only a few children were surveyed.
With Likert-type surveys, a problem can occur when people may become influenced by the way they have answered previous questions. For example, if they have agreed several times in a row, they may continue to agree. They may also deliberately break the pattern, disagreeing with a statement with which they might otherwise have agreed. This patterning can be broken up by asking reversal questions , where the sense of the question is reversed. A reversal might be ‘ I do not have respect for my teachers and other staff.’ (The reversal, of course, would read, ‘I have respect for my teachers and other staff.’) Sometimes the 'do not' is emphasized, to ensure people notice it, although this can cause bias and hence needs great care. Likert Scale. (n.d.). Changing minds and persuasion
The researcher developed the interview questions and Likert-type scale based on school and home life issues relevant to the study. Phase one included a five-point Likerttype school survey, which will be conducted with male students. Phase two was the interview in which questions were asked pertaining to school, homework, and teacher and parent involvement. Once this data was collected, students were individually interviewed

59 and recorded to capture the answers and record the findings. These students were interviewed individually to solicit honest answers to provide unbiased interviews and research. The researcher recorded the answers before data analysis. As a researcher, there was a need to gather this information, since there are so many African American male students are high risk for special education.
Data Analysis Procedures
The principal was contacted and recommended at-risk students who needed the most support. In the beginning of the survey and interview, the researcher visited the school one hour to become acquainted with the students and establish the relationship of researcher and students. Next, the researcher worked at the school one hour to administer the survey questions. The next step was the personal interview, where the researcher asked the questions and recorded the information given. The interview asked about homework, and supplemental school support, regarding school and homework. The interview session took one hour per student for a total of five hours.
A detailed analysis of the audio interview and completed the transcription of findings to include what the students wanted to share. The students were informed that every part of the interview was voluntary and confidential and that they may withdraw from the survey and interview at any time. Since the participants are under eighteen years of age, they completed an assent form, while the parents completed a consent form allowing their child to participate in the study. The information was gathered and analyzed to determine the outcome. Journals were utilized, and the interviews were

60 recorded daily. Mixed methods were utilized, with statistical data and facts from various journals and articles to aid in the data analysis procedure for this study. Each of the 5 students who participated in the survey was available the same day to complete the surveys. The audio taped interviews were completed over the course of two weeks. Only one student declined to complete the audio portion of the interview. The responses were analyzed in this chapter and they are presented in to capture the thoughts and feelings of school and home life of the students.
Researcher’s Positionality
There are many variables to determine why students get to high school and decide they no longer want to continue in school. Perhaps it is the lack of assistance in school, parent involvement, or the overall bad experience in school, which could be the deciding factors for students to not have the desire to progress to higher education. It is very unlikely however; that a student wakes up one morning and decides he or she no longer wants to complete school. There are experiences that lead to disengaged behavior, and this kind of thinking begins as early as third grade. Davis (2003) argues that students disengage in school very early if they do not feel like they belong. In addition, reasons for disengagement may vary, for some students may have a learning disability, some may be uncomfortable speaking out in the classroom, and some may not have the confidence within a classroom.
During my journey in school, I found other students shared my concerns about the lack of confidence in school, and most of these students felt they lacked the capability to

61 complete high school and apply postsecondary school. My father and three brothers dropped out of school by the time they were in eighth grade. This study piqued my interest to find out why other Black male students disengaged in school, and why they do not always have the opportunity for quality education. I grew up during a time when there was a high turnover rate of elementary and high schools dropouts. Most children dropped out of school to help their parents financially. Others dropped out of school because they felt that schoolwork, along with their personal life was too hard, and for some the teachers were not patient with them.
I grew up in Saint Louis, Missouri, in the 1960s and 1970s, during desegregation, which I was bussed from the north side to the south side in a quest to change the academic environment. Parents were sold promises that their students would receive a better education if moved to another school district, and better resources would be provided for them. This meant that I, along with all seventh- and eighth-grade students, would be bused to White schools on the south side of St. Louis in the hopes that the students would become proficient in whatever we were lacking. During the desegregation process, African American children were sent to Caucasian schools in an attempt to accelerate the learning process. It was difficult for me to adjust because just as
I identified with my family and culture, I also identified with the neighborhood in which I lived. There were core values that most families held. Some families incorporated their own values and what was important to them as a family unit. Every student, no matter what values they identified with, was shaped by those values. This is similar to

62
Ginwright (2004) who states, “Youth in low-income urban communities define themselves not only by race and ethnic culture, but by the neighborhoods in which they live, the schools they attend, [and] gang affiliations” (p. 6).
Even though we were welcomed in school, there was still a gap in the way we learned. Most African American students were considered remedial and placed in reading and math classes accordingly. By separating us from the other students who could read and write at grade level, it made it more difficult for us to fit in within the classroom. It brought a sense of segregation even more. Other students judged us and called us slow learners. There was nothing to challenge us to grow; it was merely a time for the teacher to send us to another class to work with the students who also had learning problems, and this gave the teacher a break. This need to pawn us off on the remedial teacher, became more of an issue for us, because we were already behind the learning curve when we got to the new school. This created more work for the teachers who were already overworked and underpaid as well.
Additionally, the teachers were always on strike, and each year we would spend our summers in school trying to catch up on school assignments missed during the school strike. This caused us to fall behind even more in schools, since we had to spend extra time within the classrooms trying to catch up on schoolwork. Most of the students struggled, as they wanted to participate in summer activities and family time, rather than spend their summers at school, which totally depleted time spent with family and summer vacations out of town.

63
The pivotal moment in my life came when my dad shared his values surrounding a sound education. I will never forget the passion in his voice. He spoke about the times growing up during the “Great Depression” and the disappointment of having to drop out of school to work and assist his mom with the household. He said the most important thing in life is to be an educated person. He believed that gaining knowledge is the key to success in life, not just to get a “good paying job”. If you are merely going to school to gain a high paying career and for the money, you missed the whole purpose of being educated. My dad not only dealt with racism, but because he never completed school, he had a difficult time finding a quality job. He planted the seed of education in my heart at that moment. Many students simply need mentors to give them hope to continue on to higher education.
Some students at my school, and at other inner cities schools, were many grade levels behind, and the school system believed desegregation would solve the problem of bringing the monies to these desegregated schools and equip students within inner city schools with access to quality education. This did not solve the issue of providing quality education within the inner city schools; it funneled monies to the schools that participated in the desegregation program. The school districts spent millions of dollars on a program they believed would work only to discover three years later that our school and other inner city schools, returned to segregated schools. It seemed to be comfortable for the district and families to bring schools back to the way they originated. The monies however could have been divided and utilized on each school for programs to ensure each

64 student had access to books, stipends, and special programs, such as after school tutoring to assist students who required personal attention at school.
Teachers who lived within our neighborhoods were much respected people in the community. There was something to be said about growing up in the inner city and attending school and all the students were African American, and the staff was all
African American. Some of the teachers were my neighbors or we attended the same church. It appeared to be a social and historical moment that took place among the teachers being a part of the community in which they taught. Removing me from a life that was normal for me and expecting me to embrace the culture of someone else did not make sense to me.
Some White parents did not allow their students to attend inner city Black schools. When I went to high school, the school I attended was filled with so much crime and violence, my parents decided to send me to a magnet school. I was involved in so many programs to catch up to the level of the other students, that I became frustrated because my life was no longer considered normal. So for me, pulling me out of the all-
Black school and sending me to a predominately White school did not help me progress in school; it was more about the district getting more money for the school that I was bussed to and much like the No Child Left Behind issue, for neither of these changes have done much to change the future and education of our students.
Some students lag so far behind in school that it would be virtually impossible to remain school, so many dropped out believing there would be less pressure by exiting

65 school. The best way to advance, one would believe, is to leave the academic environment and go out in the workforce. Some students do not value the educational system enough to remain or return to school. As a researcher, the goal is to become an educator to ensure that NCLB is a reality.
As I progress in field of education, I would like to implement tutoring programs for students, as well as scholarships for students who would like to attend college or trade school.

66
Chapter 4
DATA ANALYSIS
Overview
The data of this research is presented and analyzed in this chapter, specifically; each of the twenty questions is placed into one of the five categories identified above.
This study sought to discover various feelings and concepts regarding, home, class and school environment. The research findings yielded data from several categories within the methodology such as the intrinsic and extrinsic motivations for remaining engaged in school. In the next section of the interview, each question is followed by respondents answer. The summary to this chapter addresses data obtained from these two categories of subjects through the two kinds of data gathering processes shows that although the students were interviewed and answered surveys, the dynamics of these tools showed the students answered both in voice and written answer were the same.
This study was designed to answer questions regarding the students home and school environment, which affects students’ success or failure within the U.S. school system. It was to bring awareness to possible factors that shape the academic relationship between teacher and student and home and achievement. The survey also would provide data on of the level of classroom assistance between teacher and student. The analysis of the surveys and interviews are divided into two groups, phases 1 and 2.
The surveys were analyzed for frequency of student statements that match information from the standpoint of issues raised in the scholarship. During the first phase,

67 the researcher gathered information on the students and their views. The second phase captured the narrative storytelling of each student, which was be recorded by audio tape to gather their personal perspective on school and home life as it relates to achievement.
A five point Likert-type scale was utilized, which ranged from strongly disagree to strongly agree. There were five male students, but two parents opted out, so two sixthgrade students were surveyed due to the shortage of African American students who attend the school.
Survey Data
After parent consent forms were signed and returned, three of the five students were surveyed. One student had not returned the consent form; the father signed, but the mother needed more information regarding the research to determine if she wanted her student to participate. The fifth student was selected, but the parent declined having his student participate. There were not enough students at Oak Dell Elementary School to participate so the researcher had to add two sixth graders. One of the fifth grade students has ADHD, Attention Deficit Hyper Disorder. He was able to participate in the survey, since the questions were read aloud to him, but he had trouble remaining on task. Each student was interviewed and their responses were transcribed to promote students’ voice.
There were various themes observed with the audio recorded voices. Parent involvements, validation from teacher, as well as the necessity for tutoring are all tools to be successful in class.

68
Johnny
My teacher just expects to get my work done, tries hard and hopes that he, the student gets a change in heart. He wants me to get the work done, try hard! I feel like my teacher listens to me. My teacher is patient because he gives me lots of chances the last few months, weeks. When my teacher does not listen to me, I believes it’s because the teacher is busy or something. Sometimes I get in trouble; because I can’t control myself!
No, I can, but sometimes I just want to let it out! The energy! I have a lot! Sometimes at recess it helps to get it out! I only had one fight at school. When I raise my hand in class, the teacher calls on me! When I don’t know the answer, I just don’t raise my hand. He doesn’t want the student to raise their hand, he just wants to choose. I feel good when I receive praise at school and home and I feel excited. My aunts Nevie and Nyles help me with my homework. They are in fifth grade also but they live in Elk Grove. My mom takes me to their house to get help with homework. My mom and dad help me with homework also. There is no tutoring at school, but Mr. Tennell asks other students in class to help. My teacher helps me with Language Arts and Math. I would feel fine if the teacher offer tutoring. I used to have a tutor in Stockton, but it got too expensive. I had tutoring for one hour. I am in reading groups at my school. There are top readers go to room 16, Mr. Austerson and the ones who need help, goes to Ms. Proctor, and the ones who are middle readers, go to Ms. Farinnie. If there is no one to help me, I can call my aunts and my grandmother will drop them off and they can help me. I don’t read enough;
I often read on the way to football practice since I don’t have time to read every night.

69
My teacher told me to reach at least for a half hour a night. The math is not real easy; the division is okay, but challenging. I wouldn’t like to receive less homework because I feel
I can learn more. I would get better grades if I have homework because I can learn in class and then when I have homework, it will help me to remember more. Some students from my old school but not this school, they call me black. I don’t think teachers pick on me because of my color. There are not a lot of African American students in the school, but a lot in the area.
Lionel
By doing work and focusing on doing stuff, I do good in school. I feel good that he listens to what I say. It’s okay for the teacher not to listen to me because he is really busy. The school is really nice and the classroom is good. I like it. When the teacher calls on me I feel okay if I don’t know the answer to something. Everybody makes mistakes, so I don’t worry if I don’t know the answer. I like to receive praise at home and school. I was born in Africa; in Nigeria. I am ten years old. I moved her when I was seven years old. It is a big difference. I learned English and spoke both languages in Nigeria. I have a brother. My mom and dad and sometimes the internet help me with homework. I help the teacher with tutoring since the school doesn’t offer tutoring. I would like to get tutoring and give tutoring. My apartment manager will help me if my parents aren’t around to help me. I would like to learn two-digit division Math. No one teaches it to me. The first time I did it, it got it right. They should focus on two-digit division, but some of the students don’t do it. I would like to see the geography is kinda hard and we can’t see it,

70 so I would like to see bigger maps, and make geography a little easier. I don’t want less homework because it will help me with test taking and remember in class and I need more practice. The good thing about homework is if kids want to get good grades it will challenge them. I won’t feel challenged if I don’t get enough homework. I am in the advance reader class. Maybe like on Friday, don’t give a lot of homework. My mom lets me play video games on the weekend. I like to ride my bike when I have extra time. I want to be a pediatrician when I grow up. I read one to two hours a night. The book is about a computer nerd. Those good guys become popular and there is a popular girl in school. I really like that book. I really like school and I feel like it is fun. I read when I get home and I can’t stop reading. My mom says “come on go outside and get some fresh air”. I think students should pick up a book and get an easy book and build your reading level and then you will like reading. My teacher says we should read Junnie Jones series.
I feel as though students can be mean at times. They say the “N” word a lot. The teachers don’t say it though. I wish there were more students who look like me.
Donovan
My teacher does not expect a lot from me. It’s hard for me to learn. My teacher wants me to do a good job. He knows I can be as good as any student. I feel really good when he listens to me. I feel like my teacher listens to me. The school is fun. People are nice to me at school and class is awesome. When I raise my hand my teacher calls on me.
I don’t feel good when my teacher calls on me and I don’t know the answer. I feel good when I receive praise at home and school. I get help with my homework from my mom

71 and babysitter. If I need help with homework, my teacher will stay after school and help me. I can work in a study group. I am in group five for reading and sometimes I get help with geography. I got a B+ in that class. I think the homework is easy. I want the class work to become harder. I want to see more math calculations. I want less homework. I want to go to sleep. I don’t even eat dinner because I have more home work. My mom told me to mention that I am African American and Latino. But the teacher picked me for the research. I read an hour every night. I like to read a lot. There are not a lot of African
American students. When I come in the office, they say it’s because they have to send some students to other schools. They only allow a little bit of kids to come. The teachers are fair. Yeah, I have a problem with other students calling me names. There are three other schools in this area, but I don’t know why there are not a lot of African American kids because a lot of them live in this area.
Laurence
My teacher expects me to get good grades and I feel wanted. Some kids get picked before me. I get along with some students but I do have an enemy. And it’s a girl.
We get on each other’s nerves. I have talked to my parents but now I am okay with not talking with her. We still argue a lot. In the classroom, I get along with everyone; my teacher doesn’t call on me all the time. Sometimes I feel embarrassed when my teacher calls on me when I don’t know the answer. I hate to do chores especially cleaning dog poop when I get home. I am in the advanced group of everything but I don’t tutor anyone in the classroom. The students who gets finished with their homework they usually get to

72 do extra things in the classroom. If family is not available, I just have to get through it because sometimes everyone is gone and since I had to do my homework I just didn’t bother anyone. I have a brother but he is seven. If I have trouble with homework and I bring it to school and get help the next day, it is late and I get half credit. I would like to see more homework but not harder homework. I would say the hard subject is Algebra.
Multiplication and division is in the middle. Geography is kinda hard. It’s connected to
Social Studies. But it’s not that bad. If I could get my homework done before I got home,
I would like that. To me, homework is extra practice. If we get less homework, that would not be good. We do a little science but not a lot. We do board games. Language
Arts is challenging and fun. We do shapes, word find, and crossword puzzles. My school could challenge me to get better grades, by offering tutoring and I would hate to have extra homework and longer school hours. I read about an hour a day. I help by reading to my brother a bedtime story. He is four years old. I have a lot of responsibility.
Jayden
The final student was not available for the interview. He did, however, participate in the survey, but found that recess was more important than participating in the audio portion of the interview.
Findings
Throughout the voices of each student, it was determined that students needed the validity of their teacher; a source of praise, which was something they needed. However, in many of the comments, the teacher always challenged them to do their best, but

73 seemed too busy to help them. Many of the students knew their parents would help with homework and would seek someone to help if they could not. Johnny had access to a private tutor, but his parents felt it was too expensive to continue. Parents are involved in the students’ home life and schoolwork. The students took responsibility for their actions, as some knew what they needed to do to improve in within the classroom. One student says he needed a tutor and the other said and he needed to do more homework. These students needed different tools to learn and grow.
Laurence stated that he has a lot of responsibility at home, in addition to having a lot of homework. He takes care of his siblings and has to clean backyard every day before school. The students are encouraged by the teacher to read for a minimum of thirty minutes per night. The students agreed it is important to receive homework to solidify what they learned in class. While all believed in receiving homework, some wanted more, some wanted less homework. Students agreed that the teacher prefers to call on them randomly and not allow them to raise their hand to answer a question. All the students agreed that they would not like to receive less homework because it would not help them improve in class. The students indicated they read every day.
Lionel was the only student who indicated he enjoyed reading without having to be told to read by a parent or teacher. He was also the only one to mention what he wanted to become when he grows up. He mentioned becoming a pediatrician. The students indicated that there are placement groups for students in reading. There are four

74 teachers in the fifth grade and the students are broken into groups based on their reading level.
Race is a dividing factor within schools, even today. Some of these students felt harassed by other students and they feel it is because of their skin color. The students say they are often called names regarding to their race. They all agree the staff does not participate in such actions and believe the staff treats them fairly, with respect.
Based on the findings of racism, three of the five students felt that racism is a problem at their school or in surrounding schools. These students were called names, not by staff, but by other students. Two students were not available to comment on the issue of racism.
The survey was used to reveal responses of the students. There were 20 questions ranging from strongly agree to strongly disagree. Below are questions pertaining to survey, followed by the responses.

Table 8
Summary of Findings
Questions
1.
My teachers and other staff say positive words to me
2.
When I do not turn in my homework, my teachers ask why I did not turn it in
3.
The school offers activities which makes learning fun
4.
Teachers and staff can be mean at times
5.
When I raise my hand in class, I feel important
6.
Teachers praise me when I turn in my homework
7.
School is boring because there is nothing to do but school assignments
8.
I do not like to read aloud in the classroom
9.
I can talk about my personal life to my teacher or other staff
10.
I have respect for my teachers and staff
11.
I feel confident when I make good grades in school
12.
I have the opportunity to participate in after school tutoring
13.
My teacher will set aside time to give personal or group tutoring
14.
I enjoy reading aloud in the classroom
15.
Teachers may share what I tell them to other staff and that makes me uncomfortable to share
16.
If I don’t raise my hand in class my teacher will not notice me
17.
My teacher always seems too busy to help with homework or I questions I have
18.
My teacher respects me as a person
1
1
5
4
1
2
2
2
2
2
4
1
0
Number and Percentage of Respondents
Strongly
Agree
4
Agree Don’t
Know
1 0
Disagree
0
Strongly
Disagree
0
1 1 0 1 2
1
0
2
0
1
0
0
1
2
0
1
1
1
0
0
0
0
0
1
1
1
0
1
1
0
1
0
1
0
2
2
0
0
0
0
1
1
0
0
1
0
1
1
2
1
1
1
0
0
1
1
1
3
0
0
0
2
4
1
1
1
0
0
2
3
1
1
75

76
Table 8 (continued)
Questions Number and Percentage of Respondents
19.
My teacher encourages laughter, smiles, and sometimes talking in class
20.
I do not have respect for my teachers and other staff
3
0
2
0
0
0
0
1
0
4
The questions below reflect questions that particularly stood out in terms of response from students.
On question 1: My teachers and other staff say positive words to me. Respondents indicated that they did respect their teacher. Specifically, four students strongly agreed and one agreed. Based on the findings, the statement thereby indicates teachers have positive words to say to students.
Question 4: Teachers and staff can be mean at times. One student strongly agreed, two agreed, and two strongly agreed. Respondents indicated that teachers and staff can be mean at times.
From Question 8, students stated: I do not like to read aloud in the classroom.
Respondents indicated one strongly agreed, one agreed, one disagreed, and two strongly disagreed. Respondents, over 50%, agreed they do not like to read aloud in class.
On
Question 9: I can talk about my personal life to my teacher or other staff. Respondents indicated that two strongly agreed, and two strongly disagreed. Fifty percent agreed and
50% disagreed that they feel comfortable sharing with staff about personal problems.
Respondents all have a difference of opinion of the ability to participate in after school tutoring programs.

77
For Question 17: My teacher always seems too busy to help with homework or any questions I have, respondents indicated one disagreed, and three strongly disagreed, indicating the teacher is not too busy to help with homework or questions they may have.

78
Chapter 5
CONCLUSION
Summary
This study reflects the study of five African American male students in two classrooms at Oak Dell Elementary school, ages 10 and 11. The researcher had a special interest of how race, and gender to determine how African American male students navigate through the school environment, considering the challenges they face on their journey through elementary school. Since there are varying factors that could deter them from seeking secondary school, there needs to be further investigation to determine why these students may disengage from school. The conversation about African-American achievement is problematic because it fails to begin with a careful examination of all aspects of the school, with an eye toward understanding how the school’s day-to-day practices participate in the creation of underachievement”.
Some factors that challenge student engagement would include, but are not limited to: home experience, student’s inability to understand classroom instruction, or miscommunication between the parent, teacher and student. Many students face an uphill battle when they do not have the confidence to excel in school or if they do not have the support needed to progress in school. There are many reasons why students may not excel as they progress through elementary school to secondary and postsecondary schools.

79
A synopsis of finding is as follows: Students were given positive reinforcement from their parents regarding homework and school involvement. Most students felt they did not feel comfortable speaking with staff about their personal problems. They do not fully understand racism, although some have said they have been called names pertaining to their race. They believe it is because they are African American. The students wanted more African American students to attend their school because they wanted to identify with other people who belong to their culture. They also felt some of the teachers were unkind at times. The teachers, however, were very positive and willing to help the students, but often too busy. They encouraged students to do their best in school and complete homework.
African American male students, specifically, must have the ability to express themselves, and they must be motivated to learn to circumvent the growing disenfranchisement within the school system. While it is possible to navigate through the academic environment without a mentor or someone who has paved the way for higher education, it is the student’s responsibility to empower themselves and take on the challenge to gather as many resources as possible to engage in school and thereby, empower others to do the same. Also, not all students dislike school at the elementary grade levels. Some become disengaged in middle school or high school, so future areas for study would be to examine the experiences of students in other grades.
Although Americans cannot change the legislation and the racism that stems from the mindsets of people, they can change the students’ success at the local level, and also

80 make changes as individuals, families and as communities. As parents become more aware of the need for change concerning their children’s education, it is crucial to their student’s success for parents to become more involved in supporting the academic achievement of children; along with working with teachers to ensure that quality instruction is maintained. The more likely that the schools will advocate for the school system at the local level, the more beneficial for learners. For instance, though Oak Dell
Elementary School encourages students to read fifteen minutes per night to build reading fluency and comprehension, the legacy to be literate is so important. In times past, people were unable to read, due to having to work rather than attend school, or due to enslavement. Perry et al. (2003) answers were forged out of African Americans early encounters with literacy and education in America. Parents cannot wait for the nation to change the lives of their children. Involvement begins now. Moreover, there are also some families who have the time and resources to assist students who are not part of their lives. Some teachers have the time to set up after school programs. Churches have the ability to assist financially and can create afterschool programs and tutoring.
This study’s design and implementation had many limitations. One of the limitations is the lack of opportunity to compare teachers based on gender and race to determine if there is a correlation between these variables and African American students’ achievement. Another limitation is the lack of students included within the target age group. A larger group of students, preferably 30 or more, would make a better comparison than five students. Also, there were not enough male students in fifth grade at

81 the school site. In addition, it is also important to address as well as how the students are being taught. It would have been valuable to interview the principal, teachers, and parents and interact within the classroom and recess times to record peer interactions and social development.
The population and demographics were a limitation; an inner city school setting would have allowed the researcher more opportunity to compare students. If the researcher was able to research at a predominately African American school, the outcome of research would have been different.
Another limitation is the inability to work closely with the parents to gather information on their educational background, financial status, and employment conditions or status. The research would also include whether the child receives help at home with homework or if there is inadequate help. The schools should include African
American literature to help students engage in the learning process. By bringing in
African American literature, Ginwright (2004) believes that by building ethnic pride, strengthening knowledge about African history, and fostering a worldview that values community, balance and harmony is one promising strategy to improve the quality of life for blacks.
Recommendations
Each child learns at a different level. The first step is to understand each child is different and give an evaluation and assessment to determine where each child is in terms of academic achievement and progress. Next, teachers must develop a plan with the

82 principal and parents and make a commitment to the parent and child about what resources are available to assist the student academically. Finally, there needs to be curriculum tailored to each student, in reading and comprehension as well as all other content areas.
Another valuable tool to ensure success of students is parental involvement. On a micro level, parents can get involved in their local PTA at school and volunteer for field trips and call the schools to check on their students. Parents who cannot participate in the
PTA meetings and other involvement within the school can partner with other single parents or families and gain access to information the school offers and become involved thereby alternating the time spent at the school. They will benefit by still being a vital part of the children’s lives and have an active role of involvement within the school, which takes away the excuse of lack of parent involvement (Olivos, 2006).
Reading with children is an important skill as well. Some parents may not be able to read to their students, but sitting in the same room listening to their students reading aloud will build confidence in their students. Parents can also read with their students, review homework and encourage their students to succeed in school through positive feedback and reinforcement. Parents who engage with their students and have a relationship with their students have a better chance of succeeding in school.
Students who attend schools in inner city schools have to deal with far more challenges than those who have all the tools necessary to succeed in school. Olivos
(2006) believes that the outcomes of “effective” parental involvement are frequently

83 centered on individual student academic achievement, as in parents helping their own children succeed academically. All students must be empowered through working with educators, family and role models in order that they have the capability to aim for high achievement.
There are retired teachers, parents and others in the communities who have talents and resources that schools could benefit from. Thus, it would be powerful to see the outcome of tapping these resources to aid the success of the students. Moreover, having successful African-American males as role models in school, can give Black males a vision of other successful males in life, particularly those who have achieved academically.
Further research is needed to address academic testing, curriculum and classroom learning. The conclusions provided insight into the characteristics and behaviors of a small number of students in fifth grade. Given these challenges, policymakers and administration must promote high achievement; ensure that all students are prepared for the future, and that all students have the ability to be academically successful.

APPENDICES
84

APPENDIX A
Survey
1. My teachers and other staff say positive words to me.
2. When I don’t turn in my homework, my teachers ask me why I didn’t turn it in.
3. The school offers activities which makes learning fun.
4. Teachers and staff can be mean at times.
5. When I raise my hand in class, I feel important.
6. Teachers praise me when I turn in my homework.
7. School is boring because there is nothing to do but school assignments.
8. I don’t like to read aloud in the classroom.
9. I can talk about my personal life to my teacher or other staff.
10. I have respect for my teachers and staff.
11. I feel confident when I make good grades in school.
12. I have the opportunity to participate in after school tutoring programs.
13. My teacher will set aside time to give personal or group tutoring.
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Agree Don’t Know Disagree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly disagree
Strongly
Disagree
85

14. I enjoy reading aloud in the classroom.
15. Teachers may share what I tell them to other staff and that makes me uncomfortable to share with them.
Strongly
Agree
Strongly
Agree
16. If I don’t raise my hand in class, my teacher will not notice me.
17. My teacher always seems too busy to help with homework or any questions I may have.
18. My teacher respects me as a person.
19. My teacher encourages laughter, smiles, and sometimes talking in class.
20. I don’t have respect for my teachers and other staff.
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Agree Don’t Know Disagree
Agree
Agree
Agree
Agree
Agree
Agree
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly
Disagree
86

87
APPENDIX B
Assent and Consent Forms
Assent Form for a Child to Participate in Research
My name is Gwendolyn Hamilton and I am a graduate student at CSUS
Sacramento. I will be conducting research at Oak Dell Elementary School for two weeks.
The study is researching academic achievement among African American male students in fifth grade. I will be interviewing/conducting a survey at the school. In order to conduct in-depth research, I will gather the information based on the questions answered by your answers. You were selected by your principal to participate in the research. It will take about 1 hour to take the survey and to answer interview questions. The interview will be audio taped to capture a brief knowledge of what takes place at home and school. Your parents have already been asked whether it is OK with them for you to be in this research, but if you decide not to participate, no one will be upset with you.
If you decide to participate in the study, you have the right to refuse to participate in the research project at any time. You also have the right not answer any of the questions in the survey. If you agree to participate in the survey and interview, please sign and date below.
________________________________ ____________________
Signature of Participant Date
I give permission to be audio taped. ( ) Yes ( ) No

CONSENT TO PARTICIPATE IN RESEARCH
Purpose of the Research
Your child is being asked to participate in a study conducted by Gwendolyn
88
Hamilton; I am a graduate student at California State University, Sacramento in the
Bilingual/Multicultural Department. The purpose of this study is researching academic achievement among African American male students in fifth grade. My graduate chair is
Lisa William-White, PhD, who is a professor in the Bilingual/Multicultural Department.
Research Procedure
Your child will be asked to participate in and survey of twenty open-ended questions about your experiences with academic achievement among African American males. The survey and interview will last approximately 1 hour at Oak Dell Elementary
School. With your permission, the interview will be audio recorded, from which a transcription will be made.
Risks
Some of the interview questions may be personal and may trigger emotions associated with perceptions of being treated differently, but your child does not have to answer any question if he does not want to. If the questions cause any unpleasant memories to resurface, or he becomes emotionally distraught, counseling services will be provided for them.
Benefits
You may gain insights into factors that promote achievement among African
American students. It is hoped the study will clarify strengths and limitations of existing achievement, practices and policies of African American male students.

89
Confidentiality
You understand that the information obtained in the interview and through a survey and interview will be used to prepare research and that every precaution will be taken to protect your identity and assure confidentiality. Pseudonym names will be used and pseudonym name for school will be used. The interview will be audio taped in order for the researcher to be completely engaged in the conversation. The tape will be destroyed after all interviews have been transcribed, and the data analyzed, no longer than 6 months after the interview. All taped transcripts and notes from the interview will be kept in the researcher’s home office in a locked file cabinet until data analysis has been completed, and will be destroyed no later than 6 months. If your child decides at any time he would like to stop the interview, his data will be withdrawn from the study and destroyed. The survey will be available in the school office for your review.
C ompensation
There will be no inducement, monetary or material, for participating in this study.
Contact information
If you have any questions or concerns, you may contact Gwendolyn
Hamilton, student researcher, 916-271-1129; Gwenhambone@aol.com. My graduate chair is Lisa William-White, available at (916) 278-7778 or lywwhite@csus.edu
I give permission to be audio taped. ( ) Yes ( ) No
________________________________ ____________________
Signature of Parent Date
________________________________ ____________________
Signature of Participant Date
________________________________ ____________________
Printed name of Participant Date

APPENDIX C
Relevant Poems
It’s Not What They Say, But What You Believe
It’s not what they say about you
You must have the belief and stay true
To self and strive to reach your goals
There are so many gifts and talents untold
You must stay focused to achieve your dreams
Education is the best gift you can give yourself
Don’t believe the lie you only use part of your brain
Discipline yourself and you will change
For the greater good, you can help your community
Remain humble and you will see
All the gifts, talents, and abilities
So understand that it is not what they say, but what you believe
So stay true to yourself so you will continue to achieve.
-Gwendolyn Hamilton
90

Close the Achievement Gap
Closing the achievement gap, one child at a time
No longer will students feel as though they are unequal
From Brown vs. Board of education to No Child Left Behind
I guess they would call that a sequel
Allow the system to do what they say
Let’s get this together so our children will not have to replay
The things that have happened in the past
No longer will students be type cast
The pain of our ancestors we live no more
It’s time for the poor schools to have a score
And that is to leave no child behind
Quality teaching professionals are not hard to find
Everyone including parents, teachers, and community
Equality for all, which is our civil duty
To build our children to become successful
No matter the race, class, or gender
No longer judged on skin color
But understanding ethnicity
As part of the program and its simplicity
Balance the government funds for our inner cities
91

For family, life, and school achievement
All working hand in hand to help our students believe
Government funds to make our schools better we will receive
It’s time for us to remember and keep our word
To leave no child behind
-Gwendolyn Hamilton
92

93
REFERENCES
Andrade, J. M., & Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. Berne, Switzerland: Peter Lang.
Ashanti, K. (2003). Leaders in African-centered education. The initiative anthology 1
(pp. 1-13). Leaders in African-centered Education. Retrieved from http://www.muohio.edu/InitiativeAnthology/
California Department of Education. (n.d.). CA Dept. of education mobile . Retrieved from http://www.cde.ca.gov/index.asp
Campbell, F. A., & Ramey, C. T. (1995). Cognitive and school outcomes for high-risk
African-American students at middle adolescence: Positive effects of early intervention. American Educational Research Journal, 32 (4), 743-772.
Carter, P. L. (2006). Straddling boundaries: Identity, culture, and school. Sociology of
Education, 79 , 304-328.
Clark, R. (1983). Family life and school achievement: Why poor black children succeed or fail . Chicago: University of Chicago Press
Costner, K. L., Daniels, K., & Clark, M. T. (2009). The struggle will not continue.
Journal of Black Studies. Retrieved from Sagepub.
doi:
10.1177/0021934708328428
Darder, A., Baltodano, M., & Torres, R. D. (2009). Toward a critical race theory of education. The critical pedagogy reader (pp. 167-178). New York: Routledge
Falmer .

94
Davis, J. (2003). Early schooling and academic achievement of African American males.
Urban Education, 38 (5), 515-537.
Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York
City: New York University Press.
Delpit, L. D. (1988).
The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58 (1), 280-298.
Delpit, L. D. (1995). Other people's children: Cultural conflict in the classroom . New
York: New Press.
Earick, M. E. (2009). Racially equitable teaching: Beyond the Whiteness of professional development for early childhood educators . New York: Peter Lang.
Fashola, O. S. (2003). Developing the talents of African American male students during the nonschool hours. Urban Education, 38 (4), 398-430. Retrieved from
Sagepublications.com
Freire, P. (1970). Pedagogy of the oppressed . New York: Continuum.
Fremon, C., & Hamilton, S. R. (1997). Are schools failing Black boys . Terry College of
Business - University of Georgia. Retrieved from http://www.terry.uga.edu/~dawndba/4500
Gallaher, E. M., & Polite, V. C. (2010). The state of the African American male . East
Lansing: Michigan State University Press.
Ginwright, S. A. (2004). Black in school: Afrocentric reform, urban youth & the promise of Hip-Hop culture . New York: Teachers College Press.

95
Grant, C. A. (2008). Carl A. Grant students: Highlighted remarks regarding the role of gender: An essay on searching for curriculum and pedagogy for African
Americans.
American Behavioral Scientist, 51 (7), 885-906. Retrieved from sagepublications.com
Hill, M. L. (2009). Beats, rhymes, and classroom life: Hip-Hop pedagogy and the politics of identity . New York: Teachers College Press.
Jenlink, P. M., & Townes, F. H. (2009). The struggle for identity in today's schools:
Cultural recognition in a time of increasing diversity . Lanham, MD: Rowman &
Littlefield Education .
Ladson-Billings, G. (1994). The Dreamkeepers: Successful teachers of African American children . San Francisco: Jossey-Bass Publishers.
Ladson-Billings, G. (1996). Your blues ain't like mine: Keeping issues of race and racism on the multicultural agenda. Theory Into Practice, 35 (4), 248-255.
Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms . San Francisco: Jossey-Bass.
Ladson-Billings, G. (2006). Fighting for our lives preparing teachers to teach African
American students. Journal of Teacher Education, 51 (3), 206-214.
Ladson-Billings, G. (2006). From the achievement gap to the education debt:
Understanding achievement in U.S. schools . Presidential address at the American
Educational Research Association Annual Meeting, San Francisco, CA.

96
Ladson-Billings, G., & Tate, W. T. (2009). Toward a critical race theory of education.
The critical pedagogy reader (2 nd ed., pp. 167-182). London: Routledge.
Likert Scale. (n.d.). Changing minds and persuasion - How we change what others think, believe, feel and do . Retrieved from http://changingminds.org/explanations/
Lynn, M. (2002). Critical race theory and the perspectives of Black men teachers in the
Los Angeles public schools. Equity & Excellence in Education, 35 (2), 119-130.
Miller, L. J., & Smith, S. C. (2011). Did the No Child Left Behind Act miss the mark?
Assessing the potential benefits from an accountability system for early childhood education. Educational Policy, 25 (1), 193-214. Retrieved from sagepublications.com
Morris, J. E. (2004). Can anything good come from Nazareth? Race, class, and African
American schooling and community in the urban south and midwest. American
Educational Research Journal, 41 (1), 69-112. Retrieved from sagepublications.com
Muhammad, A. (2009). Transforming school culture: How to overcome staff division .
Bloomington: Solution Tree Press.
Murrell, P. (2002). Culture, cognition, and the community of achievement. Africancentered pedagogy: Developing schools of achievement for African-American children (pp. 37-55). Albany: State University of New York Press.
National Center for Education Statistics (NCES). (n.d.). Home page . Retrieved from http://nces.ed.gov

97
Noddings, N. (1992). The challenge to care in schools: An alternative approach to education . New York: Teachers College Press.
O'Conner, C. (1999). Race, class, and gender in America: Narratives of opportunity among low-income African American youths. Sociology of Education, 72 (3),
137-157.
Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational
Researcher, 21 (8), 5-14. Retrieved from Sagepublications.com
Olivos, E. M. (2006). The power of parents: A critical perspective of bicultural parent involvement in public schools . New York: Peter Lang.
Partanen, A. (2011, December 29). What Americans keep ignoring about Finland’s school success. The Atlantic .
Perry, T., Steele, C., & Hilliard, A. G. (2003). Young, gifted, and Black promoting high achievement among African-American students. Boston, MA: Beacon.
Sadker, M., & Sadker, D. M. (2002). Failing at fairness: How our schools cheat girls .
New York: Touchstone .
Sleeter, C. E., & Bernal, D. D. (2004). Critical pedagogy, critical race theory, and antiracist education. Handbook of research on multicultural education (2 nd ed., pp. 240-258). San Francisco, CA: Jossey-Bass.
Tatum, B. D. (1997). Why are all the Black kids sitting together in the cafeteria?
New
York: Basic Books.

98
Tyson, K. C., Jr., W. D., & Castellino, D. R. (2005). It's Not ''a Black Thing'':
Understanding the Burden of Acting White and Other Dilemmas of High
Achievement. American Sociological Review , 70 , 582-605. Retrieved April 14,
2012, from sagepublications.com
United States Courts. (n.d.). History of Brown v. Board of Education. Retrieved from http://www.uscourts.gov/EducationalResources/ConstitutionResources/LegalLand marks/HistoryOfBrownVBoardOfEducation.aspx