An Investigation of Best Practices for Males of Color: Perspectives of Two Practitioner Scholars

• In Event: 58.077 - District-Driven Problems of Practice: What Can Practitioner-Scholars Learn and How Do Districts Benefit?

Abstract

Objectives

The purpose of this study was to assist the school district in closing the opportunity gap that exists between students of Color and their White peers. The educational deficit that males of Color live in has substantial ramifications in our schools. Therefore, two primary research objectives were requested: (a) Conduct a literature review on the best practices for males of Color; and (b) Disaggregate and analyze data from a climate survey by race and gender.

Theoretical Framework

To better understand our students of Color, racism, and racial inequality in education, we approach our research through the conceptual lens of Critical Race Theory (Delgado & Stefancic, 2001). This theory shows how institutional racism affects minorities and has a significant effect on their perceptions of school. To specifically address the needs of male students, we further approach the research through the theory of Gender-Relevant Pedagogy (GRP; Bristol, 2014). Serving as a framework to inform teachers’ dispositions when interacting with boys and the content they select to increase engagement and learning, GRP can be applied to all teachers working with boys who are disengaged and underperform in school.

Methods & Data Sources

The methods used to conduct the literature review included searching various databases for relevant literature on combinations of the following search terms: Males of Color, best practices, engagement and achievement. To conduct the data analysis, the results from 10th grade student climate surveys were disaggregated to better understand how perceptions of climate varied based on race and gender. Mean and frequency values were analyzed via ANOVA and cross tabulation to determine statistical significance. Trends that emerged in the responses were reported back to the district for further consideration and analysis.

Substantiated Conclusions

Over 2,000 10th grade students completed a 72 question school climate survey. We did not identify a stark contrast in the survey results between males of Color and the rest of the student population. We uncovered some strengths and areas for consideration that the district can address in moving forward. The findings show that the students overwhelmingly feel safe in their schools and class lessons include examples of the students’ culture. A significant percentage of males of Color do not eat breakfast as compared to their peers. Nearly half of the Hispanic and Multiracial girls report having been so sad or hopeless almost every day for two weeks or more that they stopped doing some usual activities.

Significance

This study provided benefits to the school district as well as the Ed.D. students. The Ed.D. students researched best practices for educating males of Color and reported these to the district for consideration in future practice. The data analysis allowed the Ed.D. students an opportunity to process a survey database and search for significant factors that can improve the educational experiences of all students. The findings of this analysis and literature review have provided valuable information to the district in regards to the current state of affairs and recommendations for all students, particularly males of Color.

Authors

• Irvin Brown, North Clackamas School District

• Brian Rathmell, University of Portland