The Exceptions to the Rule: A theoretical analysis of the academic success and failure of young African American males
Open AccessObjective: How do structurally and culturally based education theories enhance the understanding of the low academic achievement of African American men? African American men have been the subjects of much scrutiny, from being thought of as less than human, to being the poster children of what is wrong with America. Academically, African American men are achieving at lower rates than their white and female counterparts. This is an American tragedy. However, due to the success of countless African American men, many view this dilemma as a personal or internal issue. Can the memoirs of successful men be used to learn more about this distressing dilemma? What aspects of these educational theories are present in these autobiographies? Methods: The autobiographical writings of Paul Roberson, Louis Gossett Jr., and Tavis Smiley were used as data for this research. The autobiographies were connected through historical trends surrounding racial and educational climate. Moreover, the texts were coded from the point of birth to high school graduation. The coding process consisted of open, axial, and selective codes. The thematic codes were then categorized as structural or cultural. Conclusion: The data reflects that structural and cultural influences were evident in the lives of the three autobiographers. Culturally and structurally based theories, along with the autobiographical data, show that times may change, but structural and cultural factors play a role in the educational plight of young African American men.
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