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Black Male Teachers' Transference of Capital to Support the Academic Achievement of Black Male Adolescent Students Open Access

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Abstract of DissertationBlack Male Teachers’ Transference of Capital to Support the Academic Achievement of Black Male Adolescent Students This research study examined the impact of Black male teachers’ utilization of social and academic resources to improve the educational achievement of their Black male students. Black male teachers are an unrepresented population within the teaching profession (NCES, 2007). Simultaneously, Black male adolescents are not succeeding at the same rate as other subgroups within school systems in America. There is an evident opportunity gap within the educational system whereby Black males continue to lack the skills, education, and resources needed to succeed in American society; the majority student population continues to surpass Black males academically in school. This study identified the unique social and academic resources Black male teachers use to support the achievement of their Black male students in urban secondary schools. Qualitative case study methodology examined the use of social and academic resources employed by Black male teachers, who in turn act as agency, to promote the achievement of their Black male students by transferring capital to them needed for their success. Cultural Capital Theory is the foundation of the theoretical and conceptual framework analyzed collectively with Critical Race Theory, Symbolic Interactionism, and Stereotype Threat. These theories provide a lens for the research. Data collected supported a key finding of significant culturally responsive teaching practices and pedagogy employed by Black male teachers. The cultural connectedness and awareness of specific cultural norms, habits, and behaviors of Black male students by their Black male teachers served as an avenue to provide needed cultural capital necessary for Black male students to achieve in school. It is significant to understand why Black males continue to underachieve in educational settings. Furthermore, it is of equal importance to identify what specific factors have proven effective towards their academic success in school. Implications of the findings presented in chapter V highlight the importance of the Black male teacher’s cultural and historical views, and culturally relevant pedagogical abilities and practices that connect him to his Black male students. Because of this collective identity and collective experience between student and teacher, Black male students are more available to receive cultural capital needed to succeed in school.

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