academic support and academic identity of african american males labeled emotionally handicapped...

Academic Support and Academic Identity of African

American Males Labeled Emotionally Handicapped (EH)

By Cheryl T. Jeffries

Phenomenon

Increasing rates (Donovan & Cross, 2002; Fearn, 2002)

Higher rates than other ethnic groups or gender (Harry & Anderson, 1999; Kunjufu, 1995)

Highest drop-out rates than any other disability group (Corbett & Clark, 2002; Etscheidt, 2002)

10% rate of declassification (Harry & Anderson, 1999)

Research Questions

How do African American male children labeled EH see themselves in the academic community?

What kinds of academic support are offered to African American male children labeled EH in the school and in the community?

Theoretical Framework

Irvine Paradigm (1990): curriculum, tracking, disciplinary practices

Cultural difference theory (Erickson, 1976, Cummins, 1993)

Social mobility theory (Ogbu, 1983):

caste-like minority & immigrant minority Cultural capital theory (Bourdieu, 1970) African American achievement theory (Perry, 2003)

Methodology

Selection of schools, teachers, and students Non-participant observation Formal interviews Questionnaires Content Analysis

Hargrove Elementary Schools

Established in 1998 “C” school in 2004 (“B” school in 2005) 81% B, 1% W, 14% H Title I (50% reduced/free lunch)

Demerson Elementary School

Established in 1957 “A” school in 2004 (“A” school in 2005) 59% B, 10% W, 26% H Title I (50% reduced/free lunch)

Hargrove Classroom

3rd, 4th, & 5th graders 5 students: 4 Black males, 1 Hispanic female Small space 6 Dell computers Accelerated Reader (AR), Florida Comprehensive

Assessment Test (FCAT) Explorer, River Deep, and Lexia

Value posters

Demerson Classroom

4th & 5th graders 8 students: 3 females (1 Black), 5 males

(4 Black) Medium space 3 Compaq computers AR, FCAT Explorer, Read 180, and Fast

Forward Value posters

Hargrove: Ms. Johnson

Female Hispanic Language: English/Spanish B.A. in Special Education (EH) 3 1/2 years experience Self-rating: 8 Goal: Individual Education Plan (IEP), FCAT Vision: Attain education & job, responsible paying

bills, and successful citizenship

Demerson: Ms. Terry

Female African American Language: English B.A. in Special Education (EH) 4 years Self-rating: 5 Goal: Confidence, academics, and emotions Vision: Effective communication, productive

citizenship, and societal conformity

Hargrove: Jerry

10 years old 4th grade Language: Creole/English Lower-class neighborhood Household: Mother & Father Youngest (3 sisters & 1 brother) Career: Baseball player & grass cutter Activities: Basketball, football, soccer, pool, cutting

grass, ride bikes, movies, and deejay

Hargrove: Lamar

10 years old 4th grade Language: English Lower-class neighborhood Household: Father Second youngest (1 brother & 3 sisters) Career: Policeman, mechanic, and wrestler Activities: football, basketball, and wrestling

Demerson: Bernard

10 years old 4th grade Language : Creole/English Middle-class neighborhood Household: Mother Second youngest (3 brothers) Career: Football, basketball, and police officer Activities: Play with cat, bike-ride, create games,

and arts & crafts

Student Interview Data

Academic Identity Academic Support

Career goals:1. Career interests2. Role models3. Confidence of H.S. graduation4. Activities

Activity involvement:1. School programs2. Class activities3. Outside-school activities

Academic community feelings:1. School2. Class3. Perception of teacher view

Career Advice:1. Necessity of school2. Provider of advice3. Receptivity of advice

Student Interview Data continued

Academic Identity Academic SupportPerception of teacher:1. Views on teacher caring 2. Views on teacher perception

School Programs:1. Awareness of programs2. Recommended programs3. Participation

Teacher support:1. Academic self-view2. School/class feelings3. H.S. graduation4. Views on teacher caring 5. Views on teacher perception

Teacher Interview Data

Self-Perception as Teacher

Perception of Black Males

Reason for teaching:1. Decision-making2. Future length-stay

Goals:1. Goals for students2. Year accomplishments3. Academic achievement4. Teaching changes

Experience:1. Likes/dislikes2. Work experience3. Educational attainment

Black males & Success:1. Outlook on their future, care for school, & activities2. Teacher preferred activities for them

Black males & behavior:1. Causes in class2. Common behaviors in class, school, and other schools

Teacher Interview Data continuedAcademic Support

Provided Support:1. Strategies2. Importance of school3. Knowledge of lives4. Frequency of recommended activities

Disciplinary Practices:1. Methods2. Time spent on discipline

Parent Interaction:1. Calls2. Visits3. letters

Findings: Teachers

Teachers used effective instructional practices Teachers’ viewed students capable of academic

achievement Lack administrative support

Findings: Students

Self-view as good student (2 of 3) Non-academic and academic activities Positive future outlook Support: Academics, careers, and activities Teachers’ support impacted scholarly ethos,

school & class feelings, and views of teachers’ perceptions of them

Conclusion

Teachers’ academic support strongest impact on students’ self-perception as academic scholar

Friends most influential of students’ activity involvement

Implications

Longitudinal study Tape record interviews More schools Interview teachers and students in general

inclusion settings Interview students of varied gender and race Public & non-public schools