Building Academic Resilience in Low-Performing Black Male Students: Understanding School Leader Strategies
Open AccessThere has been limited research on the process through which school leaders can implement school policies that contribute to the development of academic resilience in low-performing Black male students to aid them in navigating their educational experience. The purpose of this intrinsic case study was to understand how school leaders navigate school policies and implement strategies to cultivate academic resilience in low-performing Black male students. The study was guided by a transformative leadership theoretical perspective. The findings are based on the analysis of the following data sources: semi-structured interviews, program documents, grant applications, and student achievement data, student discipline data, school district documents, and onsite observations at the school and in classrooms. The findings include five themes that describe school leaders’ strategies to cultivate academic resilience in low-performing Black male students in their school: (a) school leaders acting as change agents and visionaries; (b) thoughtful and deliberate approaches to improving school culture; (c) the importance of empathic, engaged, and caring adults; (d) developing students as leaders and critical thinkers through goal setting and high expectations, and (e) strategically managing resources and navigating district priorities. The study offers several implications for school leaders and policymakers as it relates to subgroup accountability, improving school culture, teacher and leader preparation programs, and resource management and allocation.
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Forrester_gwu_0075A_13509.pdf | 2018-01-16 | Open Access |
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