Social Capital and Academic Achievement of African American Male High School Students.

Social Capital and Academic Achievement of African American Male High School Students by Sabreen Ayesha Mutawally MA, North Carolina Agricultural and Technical State University, 2009 BS, Hampton University, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Walden University December 2018 Abstract Although more researchers have focused on academic deficits of male African American students, it is also important to understand the social factors that contribute to those who perform at a proficient level. Drawing on social capital theory as forwarded by Coleman and Putnam, this qualitative case study of 3 African American male high school students examined how their parent(s), teacher, mentor, peer or sibling, and pastor or communityAlthough more researchers have focused on academic deficits of male African American students, it is also important to understand the social factors that contribute to those who perform at a proficient level. Drawing on social capital theory as forwarded by Coleman and Putnam, this qualitative case study of 3 African American male high school students examined how their parent(s), teacher, mentor, peer or sibling, and pastor or community leader influenced the creation of social capital surrounding the students’ academic achievement. Interview protocols and research interview instruments were developed and used to collect data from a total of 16 research participants, including the 3 students. Collection of the data was done through one-on-one, face-to-face interviews that were audio-recorded. The researcher transcribed the data and coded for analysis using intuitively derived categories. The primary finding of this study indicated that social capital positively influenced the 3 students’ academic achievement. Themes acknowledged within the data were: (a) relationships, including family and community; (b) culture, including core norms and future goals; and (c) student attributes, which related to students’ interests and characteristics as described by themselves. These findings may be relevant for designing education policies and practices for improving the academic performance and outcomes of African American male high school students, providing professional development for teachers to build meaningful relationships with students, improving cultural sensitivity, and creating supportive classrooms. Implications for social change include the need for a strong social support system that engenders high expectations for the students and holds students accountable for their academic success. Social Capital and Academic Achievement of African American Male High School Students by Sabreen Ayesha Mutawally MA, North Carolina Agricultural and Technical State University, 2009 BS, Hampton University, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Walden University December 2018 Dedication This research study is dedicated to all children who have been told that they would never make it, that they were nothing, and that they would not amount to anything, who were bullied, and who never felt loved. This is for YOU! It is also dedicated to every student whom I have had the pleasure of teaching and to every youth whom I have had the opportunity to encounter or to minister to over the last 10 years. Thank you. Acknowledgements First, I would like to give all honor, glory, and praise to my Lord, my God, my Savior, Jesus Christ, for without Him, I would have never made it through these last eight years. I am forever grateful for every test, because now I have a testimony and can truly testify of His grace and goodness. Second, I would like to acknowledge my mother, Ms. Marcia Henry, and my sister, Dr. Najah Barton. Thank you both for pushing me to greatness and for being my strength when I was weak. Third, to all of my friends and family, thank you for praying for me and for believing in me even when I had my own personal doubts that this day would ever come. I would also like to acknowledge Dr. Katherine Emmons and Dr. Felicia BlacherWilson for being patient with me and for walking me through this process. Lastly, I would like to send a personal thank you to all my students past, present, and future. I loved you then, I love you now, and I will always love you. This one is for you.