Academic Excellence: The Cultural and Black Identity Experiences of African American Adolescent Males within the School Context

The purpose of this qualitative study was to understand the lived experiences of academically successful African American adolescent males’ navigation of the cultural dynamics, racism, and stereotypes in schools. Specifically, this study sought to understand the influence of the cultural dynamics and the Black Racial Identity (BRI) development of academically successful African American adolescent males in the school context. In addition, the study examined how academically successful African American adolescent males navigate race and racism in schools. 15 African American adolescent males took part in the study. The participants selected met the following criteria: a cumulative GPA of 3.0 or higher, based on a 4.0 scale, middle adolescent 16 to 17, and self-identify as Black or African American. Studies that have focused on students as high achievers or successful academically have included at least a GPA of 3.0 as the minimal criterion. This study attempted to fill a gap in the research that focused on the strengths and assets African American adolescent males bring to the school context. This study provided key insights into how Black pride, positive relationships, racial consciousness, and parent support promoted success in Black male students.

Author

• Alexander, Tom

Language

• en

Keyword

• African American Adolescent Males
• Race
• School Context
• Asset-Based
• Cultural Dynamics
• Black Racial Identity

Date created

• 2022

Type of Work

• Dissertation

License

• All rights reserved

Rights statement

• In Copyright

GW Unit

• Educational Leadership & Administration

Degree

• Ed.D.

Advisor

• Tekleselassie, Abebayehu

Committee Member(s)

• LaBatt, Arronza
• Collins, Betty
• Clayton, Jennifer
• Nganga, Christine

Persistent URL

•  https://scholarspace.library.gwu.edu/etd/t722h9449