Abstract
This mixed method study researched African-centered pedagogy and examined if it made a difference for Black males in middle school. The study examined what it meant to be Black for the participants through administering the Multidimensional Model of Black Identity (MMBI) which measures Black males' connections to their own cultural group. Students were asked three semi-structured questions about their experiences in school. In addition, MCA test scores and GPA were compared. Twenty-four middle school students participated for two different middle school types in Minnesota: one traditional school and one African-Centered school. Findings revealed that there were substantially different scores on the MMBI. Overall, students who attended the African-Centered school had better tests scores and GPA. Although, the t-tests conducted demonstrated these scores were not statistically significant. Major themes emerged from student interviews including that students wanted to learn had high expectations of their teachers. Implications and future research are discussed.
Advisor
Timothy Berry
Committee Member
Melissa Krull
Committee Member
Paul Spies
Date of Degree
2018
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Department
Educational Leadership
College
Education
Recommended Citation
Turner, K. (2018). African-Centered Pedagogy: Exploring Black Male Identity and Achievement through an African-Centered Lens [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/824/
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Included in
Educational Leadership Commons, Educational Sociology Commons, Race and Ethnicity Commons
Rights Statement
