Date of Award

8-1-2023

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Education Theory and Practice

Dissertation/Thesis Chair

Julie E Learned

Committee Members

Delicia T Greene, Carol R Rodgers

Keywords

African American teacher, Black Boys, culturally responsive relevant sustaining, literacy learning, resource theories, student outcomes

Subject Categories

Education

Abstract

Since 1980, there has been an increase in the achievement gap, which adversely impacts Black boys academically, behaviorally, and attitudinally. This educational problem is partly due to the deficit lens United States schools use to position Black boys and their literacy practices, further contributing to the “education debt” (Ladson-Billings, 2006, p. 5) and perpetuating inequities. Black boys’ literacy experiences in the K-12, particularly in sixth grade, a transitional year between elementary and middle school, have been under-researched. I conducted a four-month multiple case study to investigate the literacy-related experiences of three sixth-grade Black boys under the instruction of a Black male teacher. Data sources included 12 audio-recorded and transcribed semi-structured interviews, ongoing ethnographic interviews, 12 classroom observations, and classroom artifacts (e.g., lesson plans and assignments). I maintained a researcher’s journal to minimize bias given my emic positionality as a teacher in the school and a colleague of the teacher participant.Using constant comparative analysis (Glaser & Strauss, 1967), I conducted open, axial, and selective coding. Six major findings emerged: 1) The teacher prioritized developing positive, productive, and meaningful relationships with his Black boys by relating to their experiences, meeting them where they were, and being responsive to their needs. 2) He then utilized sophisticated discussion protocols and established clear routines that gave the Black boys access to literacy learning. He differentiated and scaffolded instruction by embedding opportunities for the boys to work collaboratively with their peers. 3) Deep reflection on his identity as a Black man and teacher, including his experiences and practices, contributed to the teacher’s instructional philosophy rooted in his conviction. 4) These instructional practices and approaches were grounded in a sophisticated understanding of the boys’ literacies, which drew on not only school-based assessments but also student engagement, experiences, and class involvement. 5) The Black boys’ grades provided only one view of literacy learning, reflecting their understanding of the content at particular moments. Other data sources showed the boys actively participated in their learning, self-assessing, seeking assistance, revising writings, and utilizing resources to succeed. 6) Outside school, they engaged in sophisticated literacy practices that entertained, communicated, built knowledge, and supported their language development. These practices appeared historically under-recognized and unleveraged in school-based literacy learning. Findings suggest that the role of the teacher is critically important in improving the experiences of Black boys in school. Teachers must improve their capacity to develop cooperative communities and use sophisticated instructional practices to engage Black boys in schools, actively drawing on their literacy practices. District and school leaders must foster and deepen discussions about race, equity, and inclusion among staff through meaningful professional development opportunities. Keywords: Black Boys, African American teacher, literacy learning, student outcomes, resource theories, culturally relevant, culturally sustaining, culturally responsive

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