Date of Award
Doctor of Education in Educational Leadership
First Reader/Committee Chair
Dr. Edwin Hernandez PH.D
In terms of scholastic success, African American males have historically lagged below their White counterparts, and this trend continues today. This phenomenological qualitative study looked at how African American male students perceived themselves after they graduated from high school and how color-evasive ideas in the K–12 environment affected their academic performance. In an effort to ascertain if the deliberate avoidance of substantial debates on race, perceived prejudices, and unequal application of exclusionary punishment influence student involvement and performance, the lived experiences of this minority population are gathered. Ten African American guys from one Southern California school district participated in this study. I interviewed each participant using open-ended questions, and the outcomes of their personal narratives suggest that the usage of color-evasive ideology does affect the learning of African American male students, which eventually results in low academic achievement. These findings suggest that discussing racial issues in the classroom would greatly benefit African American male pupils. Which would provide them a platform to talk about their real-life experiences and give others a chance to learn by hearing about them. By offering a story that challenges the deficit attitude that is promoted by the dominant culture's narrative, it would also allow instructors an opportunity to connect with their African American pupils.
Richmond, John, "THE IMPACT OF COLOR EVASIVENESS ON BLACK MALES IN THE K-12 SETTING" (2023). Electronic Theses, Projects, and Dissertations. 1657.