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dc.contributor.advisorHayman, Warren
dc.contributor.advisorMcKay, Sylvester
dc.contributor.authorJackson, Keotia
dc.contributor.departmentEducation and Urban Studiesen_US
dc.contributor.programDoctor of Educationen_US
dc.date.accessioned2020-03-27T00:24:24Z
dc.date.available2020-03-27T00:24:24Z
dc.date.issued2019-04-04
dc.description.abstractThe purpose of this quantitative, descriptive study was to examine African American male students’ perceptions of attending a single-sex school. Daily, schools remind us that the problem is not who we serve but how well they are served. Poverty, crime, gangs, and other social problems that exist in some neighborhoods pose considerable challenges. The pull of the streets and all the dangers associated with it, is drawing many young African American males onto the path of delinquency at an early age (Scott, 2011). However, schools that are successful with African American males show us that they can overcome these obstacles when they work closely with parents and when schools implement a positive learning environment that meets the needs of the students they serve. The researcher utilized a survey design to investigate the perceptions of African American males attending a single-sex high school. Using culturally responsive teaching as the theoretical framework, this study examined African American male students’ perceptions of a single-sex high school in the academic, social, and behavioral constructs.The study identified many aspects of the single-sex learning environment that the students perceived to be superior to their experiences in a co-educational setting.en_US
dc.genredissertationsen_US
dc.identifierdoi:10.13016/m2lscs-kixc
dc.identifier.urihttp://hdl.handle.net/11603/17688
dc.language.isoen_USen_US
dc.subjectEducationen_US
dc.titleAfrican American Students' Perceptions of Attending Single-Sex Schoolsen_US
dc.typeTexten_US


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