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Left Behind : = Adult Black Males' Perspectives of Education and the Social-Emotional Impact Following Grade Retention.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Left Behind :/
其他題名:	Adult Black Males' Perspectives of Education and the Social-Emotional Impact Following Grade Retention.
作者:	Hubbard, Kimberly R.
面頁冊數:	1 online resource (214 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: B.
Contained By:	Dissertations Abstracts International84-12B.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798379723606

Left Behind : = Adult Black Males' Perspectives of Education and the Social-Emotional Impact Following Grade Retention.
Hubbard, Kimberly R.

Left Behind :Adult Black Males' Perspectives of Education and the Social-Emotional Impact Following Grade Retention. - 1 online resource (214 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: B.

Thesis (Ph.D.)--Cardinal Stritch University, 2023.

Includes bibliographical references

The purpose of the study was to investigate how grade retention affects Black males' perspectives about education and social-emotional skills during and after their K-12 educational journey. As a result of the Black Lives Matter movement, there has been increased discourse about our nation's current reality regarding the status of Black males-specifically, their experience in the educational environment (Wood, 2019). Black males are often "devalued and over-criminalized" (Wood, 2019, p. 1) resulting in an "overrepresentation in special education classes, higher rates of suspension and expulsion, and ultimately feeding the school-to-prison pipeline" (Wood, 2019, p. 1). Minimal attention has been dedicated to the emotional functioning of Black males and the internalizing factors that are strong predictors of their well-being later in life (Brown et al., 2013). Critical Race Theory (CRT) and the Big Five Social-Emotional Model were referenced in this study as relevant theoretical frameworks. The researcher conducted a qualitative phenomenological study investigating five African American males who experienced grade retention while attending a public school during their K-12 educational journey. The participants' ages ranged between 27-57 years. Seven themes were generated from their stories. The themes were (a) motivation (b) culturally responsive teaching (c) empathy (d) accountability (e) relationships/social engagement (f) embarrassment and (g) emotional trauma. The findings of this study further inform the fields of education, psychology, and sociology associated with the two research questions: How does the experience of grade retention affect perspectives about education among Black males? How are social-emotional skills affected among Black males who have experienced grade-level retention during their K-12 educational journey? Study findings have specific implications for practice, policy, and research. These include suggestions for alternatives to grade retention, culturally relevant teaching practices, and social-emotional learning instructional practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379723606Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

African American malesIndex Terms--Genre/Form:

554714
Electronic books.

Left Behind : = Adult Black Males' Perspectives of Education and the Social-Emotional Impact Following Grade Retention.
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