UVM Theses and Dissertations
Format:
Print
Author:
Dunbar, Denise Helen
Dept./Program:
College of Education and Social Services
Year:
2011
Degree:
Ed. D.
Abstract:
Research informs us that regardless of socio-economic status AfricanAmerican/black males are not doing as well as their white counterparts in public school (Ogbu, 1987; Allen, 2010). Structures as well as agency within school systems such as climate, teacher expectation, discipline practice and access to enrichment (DuBois, 1906; Woodson, 1916; Ladson-Billings & Tate, 1995; Kunjufu, 2005; Delpit, 1995; Ferguson, 2010) limit access to opportunity and achievement for many.
In Vermont, however, there is relatively little quantitative research as well as disaggregated data that clearly address the achievement and success of black males as a whole population in the public schools. Nevertheless, the data relevant to Vermont tell us that black males are, disproportionately suspended as well as represented in special education classes at higher rates than their white peers. Considering that a history of race based hostility in the public schools has been established by two state and federal reports (Vermont Advisory Committee to the US Commission on Human Rights, 1999) and that the 2009 Youth Risk Behavior survey informs us that racial bullying and harassment are up, we should all be very concerned about this untenable situation.
Since numbers are, not the only means to tell a story, Ihave described and analyzed the public school experiences of thirteen African-American males who were former students in Vermont. This research is structured as a qualitative cross-case comparative analysis through the theoretical lens of critical race theory. The study's findings tell us that, although they may have graduated, these black men have a lot to say about school climate, access to opportunity, discipline practice, teacher impact, and relationships, as well as the quality of preparation for life post graduation. These men's stories will hopefully impact policy as well as practice as the new faces of Vermont become more visible in public schools across the state.
In Vermont, however, there is relatively little quantitative research as well as disaggregated data that clearly address the achievement and success of black males as a whole population in the public schools. Nevertheless, the data relevant to Vermont tell us that black males are, disproportionately suspended as well as represented in special education classes at higher rates than their white peers. Considering that a history of race based hostility in the public schools has been established by two state and federal reports (Vermont Advisory Committee to the US Commission on Human Rights, 1999) and that the 2009 Youth Risk Behavior survey informs us that racial bullying and harassment are up, we should all be very concerned about this untenable situation.
Since numbers are, not the only means to tell a story, Ihave described and analyzed the public school experiences of thirteen African-American males who were former students in Vermont. This research is structured as a qualitative cross-case comparative analysis through the theoretical lens of critical race theory. The study's findings tell us that, although they may have graduated, these black men have a lot to say about school climate, access to opportunity, discipline practice, teacher impact, and relationships, as well as the quality of preparation for life post graduation. These men's stories will hopefully impact policy as well as practice as the new faces of Vermont become more visible in public schools across the state.