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Academic Support and Academic Identity of African
American Males Labeled Emotionally Handicapped (EH)
By Cheryl T. Jeffries
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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)
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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?
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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)
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Methodology
Selection of schools, teachers, and students Non-participant observation Formal interviews Questionnaires Content Analysis
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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)
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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)
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Findings: Teachers
Teachers used effective instructional practices Teachers’ viewed students capable of academic
achievement Lack administrative support
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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
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Conclusion
Teachers’ academic support strongest impact on students’ self-perception as academic scholar
Friends most influential of students’ activity involvement
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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