Black males’ perceived college readiness and college achievement after attending a charter high school : a multiple case study.
| dc.contributor.advisor | Shelton, Ryann N. | |
| dc.creator | Bearden, Megan M., 1986- | |
| dc.creator.orcid | 0009-0003-4606-5416 | |
| dc.date.accessioned | 2024-07-30T12:46:39Z | |
| dc.date.available | 2024-07-30T12:46:39Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:46:39Z | |
| dc.description.abstract | Black men had the lowest college graduation rates of any demographic at the time of this study, and those from low-income backgrounds fared much worse. The intersection of students who identity as Black and come from low socioeconomic backgrounds has a high presence in charter networks. The purpose of this multiple case study was to explore five Black men’s perceptions of their college readiness and college achievement after attending high schools in five different charter networks. I used Harper’s (2012) Anti-Deficit Achievement Framework (ADAF) as the theoretical framework for the study and to craft the research questions I selected for the study. For this study, I used a questionnaire, a brotherhood chat as a focus group, and an individual interview with each participant to gain a deeper understanding of Black men’s educational experiences after graduating from a charter high school and moving into college. I uncovered four key findings. First, participants revealed that their charter network had lowered academic standards and gently graded assignments that encouraged low learning expectations. Second, participants believed there was a misalignment between the AP courses in their charter network high schools and the college standards of rigor. Third, participants shared that being in an academically rigorous college environment can push Black men to perform at their highest level. Finally, study participants expressed concern that their mental health suffered during the transition to college and impeded their academic success. This study has implications for charter network administration and teachers, Black male students, and Black families. The impact of this study could support charter networks to find different ways to explore and improve their behavior and grading expectations of their classes, especially the Advanced Placement courses. Black male students could have a better understanding related to what they need to find success in college, such as a mentor and exploring methods to help them navigate their mental health. Lastly, Black families could use this study’s findings to have an understanding of the qualities to look for in the school system they select to ensure they are selecting the best fit for their child. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12937 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | Black males’ perceived college readiness and college achievement after attending a charter high school : a multiple case study. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2028-12-01 | |
| local.embargo.terms | 2028-12-01 | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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