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

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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