Schooling Black Males: Hegemonic Discourses, Structural Barriers, and Strategic Resistance

Author

Cleo WadleyFollow

Date of Award

Summer 7-2022

Degree Type

Dissertation

Degree Name

Doctor of Education

Department

Secondary Education and Educational Leadership

First Advisor

Freddie Avant

Second Advisor

Summer Pannell

Third Advisor

Emmerentie Oliphant

Abstract

Black males have scored at the lowest levels of academic achievement compared to other racial groups in many Texas school districts. The achievement gap for this population of students has been explained by both material constraints and oppressive hegemonic discourses. The purpose of this qualitative research study was to understand how such barriers and discourses affected these students and how the students negotiated their experiences in school. This study was designed to describe the problem, its background and to discuss a relevant theoretical framework. This study examined the academic achievement data for Black males and the current literature on adverse effects on Black male students, their schools, communities, and culture. The review of relevant literature included an analysis of the oppressive hegemonic discourses and structural constraints. Interviews were conducted to assess the resiliency and coping methods used by Black males that were successfully navigating the systemic barriers faced in high schools. The study was designed to explore how the students experienced and navigated specific barriers as well as these barriers impacted their families, schools, communities. The study concluded with a discussion results and limitations based on the four interviews with the Black male high school students attending Texas public schools.

Repository Citation

Wadley, Cleo, "Schooling Black Males: Hegemonic Discourses, Structural Barriers, and Strategic Resistance" (2022). Electronic Theses and Dissertations. 458.
https://scholarworks.sfasu.edu/etds/458