Academic Disengagement of African American Male Students in Classroom Settings: A Qualitative Descriptive Study
Date of Award
Fall 2023
Document Type
Dissertation
Degree Name
Doctor of Education in Organizational Leadership (EdD)
Committee Chair
Wanda Fernandopulle
Committee Member
Donis Toler
Committee Member
Theodore Caleris
Abstract
This qualitative descriptive study explored how middle school teachers describe the academic disengagement of African American male students in the City of New York. Student engagement is predicated on the belief that learning improves a consciousness of inquisitiveness, interest, motivation, and inspiration; however, when students' learning is stifled, they become susceptible to boredom and dispassion and are otherwise "disengaged" (Groccia, 2018). Academic disengagement, particularly in adolescence, can have sustained impacts for students by contributing to problematic and detrimental behaviors and misconduct (Henry et al., 2012; Wang & Fredricks, 2014). African American youth have an increased risk of disengagement in education (Verkuyten et al., 2019). This study collected data from 11 New York City middle school teachers and pinpointed five themes: parental involvement, classroom resources, cultural construct, student identity and classroom representation, and student behavior. Transcription was conducted using Trint software. The Braun and Clarke (2021) Thematic Analysis approach helped identify repeated patterns and inform the interpretation of meaning.
Recommended Citation
Murphy, Sandra A., "Academic Disengagement of African American Male Students in Classroom Settings: A Qualitative Descriptive Study" (2023). All Doctoral Student Dissertations. 150.
https://fuse.franklin.edu/docpub/150