An Exploration of Learning Experiences: A Case Study of African American Male High School Students in Different English Tracks
1 online resource (144 pages) : PDF
University of North Carolina at Charlotte
ABSTRACTBRIAN KEITH WILLIAMS. An exploration of learning experiences: A case study of African American male high school students in different English tracks. (Under the direction of DR. BRUCE TAYLOR)This study used qualitative research methodology and a case study design to explore how African American male high school students within differently tracked English courses described their learning experience. The study involved eight African American male high school students and took place during the 2014 fall academic semester. The researcher served as an outside observer as data were collected in each English track (Standard, Honors, and Advance Placement). Semi-structured interviews were the primary data collection method. The goal of the study was to explore how African American males in differently tracked English courses described their learning experiences, focusing on teacher expectations, student-peer relationships, and academic experience. Data were collected for eight weeks and later analyzed using thematic analysis. It was found participants in the advance track English courses experienced higher teacher expectations, more academic collaboration, and more active approaches to learning than the Standard track participants. It was also found participants in Honors and Advance Placement English experienced racial isolation because they were the only African Americans in their courses. Contrarily, Standard track students did not experience racial isolation because of their diverse classrooms, but experienced academic isolation as the majority of their assignments and activities were independent in nature.
AFRICAN AMERICANCASE STUDYENGLISHHIGH SCHOOLMALETRACKING
Curriculum & Instruction
Lewis, ChanceLim, Jae HoonStarker Glass, Tehia
Thesis (Ph.D.)--University of North Carolina at Charlotte, 2015.
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