High School Dropout A Qualitative Interpretive Study Of African American Males

Dr. Heather I.H. Washington Dos Santos is a loving wife and mother of five young children who has served as a public urban school teacher and administrator for more than two decades. She has dedicated her life to studies that have served to further both her knowledge base and skillset as it relates to advocacy and public service for underrepresented and minority youth in the public school sector. As a champion for “at risk” youth in schools, Heather has worked tirelessly to remove institutional barriers that serve to detach underrepresented youth from their educational programs; thrusting them into our nation’s juvenile justice system as part of the school-to-prison pipeline. With a specific focus on the study of African American males in our nation’s schools, Heather vows to be a catalyst for change as part of her zealous pursuit of justice and equity in practice for African American males across the country.

We expect all students to achieve and succeed in school, yet current data shows that 23.6% of African American students in Arkansas drop out of school (Bailey & Dziko, 2008). The African American male high school dropouts are much higher than the number of male dropouts from other ethnic groups. As the researcher reviewed the current data about African American dropouts, it was the impetus behind this study. Although many have discussed and written about African American male dropouts in educational forums, essays, short stories, dissertations, and even movies, few have captured the experiences of the African American males in qualitative research, allowing them to have a voice. The study focused on the African American males' perspectives and their educational experiences during high school and how these experiences influenced their decisions to drop out of high school. The purpose of this phenomenological study was to examine the reasons why African American males decided to drop out of high school. The researcher engaged subjects in an in depth assessment of the issues that influenced their decisions to leave high school. The researcher felt that, in order to glean a true picture of the facts as it relates to the African American dropouts, it was imperative to relate the issues to those who were affected. As we examine this dilemma, it is very important that educators understand how African American students might respond or not respond in the learning environment.

The purpose of this qualitative study was to explore the experiences and perceptions of 10 selected academically successful African American male leaders. In this study, "academic success" was defined as these African American men who attained a master's or postgraduate degree such as a M.D., Ph.D., or J.D. Even though there is bountiful research on the deficiencies in the lives of African American males, it is still unclear what conditions lead African American men to higher educational attainment. The goal of this study was to also add to the deficient, ever-emerging body of research in the area of African American male educational attainment, while providing viable solutions that speak to the plights of African American males from all educational backgrounds and experiences. Using a basic interpretive qualitative inquiry format, the research questions focused on (a) how professional and familial social capital is related to academic success, (b) the participant's perception of the role of resilience in the pursuit of academic attainment, and (c) how does self-efficacy influence academic success for these African American male participants? This research analyzed recurring themes from these participants, who were solicited because they can provide expert testimony on how an African American male can achieve academically. The inquiry produced three recurring themes: Self-Belief and Identity, Social Network and Support, and Faith, Spirituality, and Inspiration. After a comprehensive qualitative analysis of the themes, the following categories emerged: Resilience Over Faulty Mindsets; Competition; Above Mediocrity; Social Network and Support; Family; Positive Influences, Mentors, and Peers; Opportunities; Faith, Spirituality, and Inspiration; Faith in a Higher Power; and Historical Responsibility. All the participants identified Social Network and Support as a major factor in their academic success. Most participants credited a parent, peer, mentor, or teacher as the most influential person that helped them throughout their educational pursuits.

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A qualitative research design was used to analyze data shared in interviews by 13 African American male high school dropouts. The data were used to answer questions about the complex nature of specific phenomena involving critical incidents perceived to be responsible for their dropping out of school. A lack of research on this serious topic has puzzled educators and policymakers for more than a generation. This research was an opportunity to explore the personal stories of a group of young African American males that may be seen as an indication of the conditions that have affected our larger society. The researcher interwove the data from the interviews with a review of literature on the factors that impact dropping out of school. The researcher used the grounded theory conceptual framework to examine the information gathered from the participants, who had all experienced an action, interaction, or process that affected their aspirations and caused them to drop out of school. Two distinct themes emerged from the data. The theme of loss had subthemes of economic deprivation and lack of support. The resilience theme had subthemes of aspirations and breaking bad habits. The participants learned from their experiences and were willing to help other African American males succeed. Several participants realized the importance of giving back to the community.

Department of Advanced Studies, Leadership and Policy The problem examined in this study was the phenomena of disproportionate suspension of African American males in urban high schools. In order to evaluate this phenomenon, a cultural lens was used to understand the experiences that led to suspension of African American males at True Urban High School. Research participants recounted (in their own voices) the suspension experience from precipitating event(s) to culmination. Further, the researcher examined the degree to which teachers' level of cultural proficiency played a role in the imposition of suspension on these students. In order to understand the suspension experiences, a qualitative research design was employed. Survey data from seven African American male participants (four of the seven were purposefully selected for individual interview sessions) and two teachers were analyzed in the completion of this research.

Overcoming Adversity answer questions about the complex nature of specific phenomena involving critical incidents perceived to be responsible for African American males dropping out of school. Overcoming Adversity shares stories of thirteen African American males in Cobb County, Georgia. They each share their story and explain what led to their dropping out of school. In Overcoming Adversity, you will not only be amazed at the candor of each participant. You will also be equally impressed by their display of emotional and mental resilience in the face of the adversity they worked to overcome. Author and researcher, Dr. Geraldine Bryant, used the grounded theory conceptual framework to examine the information gathered from the participants. Using this process, she delved into the mind of each participant and learned they all experienced an action, interaction, or process that affected their aspirations and caused them to drop out of school. Data from the interviews were interwoven with a review of literature on the factors that impact African American males dropping out of school. Overcoming Adversity is for Educators Parents Community stakeholders who want to understand African American male's educational battle and the barriers that hinder them from completing high school. The readers will experience the participant's disappointments as they faced specific obstacles that led to them not fulfilling their dreams and aspirations. The research and participant's stories may provide guidance and directions for school and community leaders to help African American males stay in school and accomplish their goals.