Abstract
The purpose of this qualitative phenomenological study was to describe the support and practices Black Males received to graduate high school successfully. This study is important because it details the challenges and experiences that young Black males who reside in urban areas and attend school in Los Angeles County describes the factors needed to meet academic success and graduate high school and understanding why graduation rates for Black males are low, to learn what can be done to increase the graduation rates for Black Males. The study produced four conclusions:
1. Black Role Models and mentors on campus elevated student’s high school experience.
2. Black males having access to greater learning methods created elevated feelings of success in their academics.
3. Black mothers’ resilience to help their sons achieve academic success is vital for their successful completion of high school.
4. Black males recommend that up and coming young Black men entering high school to not give into negative stereotypes.
The implications of this study are to ensure that Black males are hired as teachers and counselors on campus, provide culturally relevant training for first time teachers enrolled in Teacher Credentialing Programs and for currently practicing educators that have not received this training, schools need to partner with Black Mothers to ensure their sons successful completion of high school (fulfilling community family engagement relationships), as well as also ensure that black males have positive relationships with more than one adult on campus, and ensure that schools coordinate mentorship programs for Black males on campus. This study described that when Black males have role models and mentors, family support among access to greater learning and other external factors, as well as other practices and supports they may be able to achieve academic success to graduate high school successfully regardless of their environment or previous academic history.
Library of Congress Subject Headings
African American high school boys--California--Los Angeles; Academic achievement--California--Los Angeles--Students; High schools--California--Los Angeles
Date of Award
2024
School Affiliation
Graduate School of Education and Psychology
Department/Program
Education
Degree Type
Dissertation
Degree Name
Doctorate
Faculty Advisor
Molly McCabe
Recommended Citation
Waters, Victoria Lynn, "Changing the narrative: a phenomenological study on the support and practices Black males received for the successful completion of urban area high schools in Los Angeles county" (2024). Theses and Dissertations. 1506.
https://digitalcommons.pepperdine.edu/etd/1506