Academic Support and Academic Identity of African American Males Labeled Emotionally Handicapped (EH) By Cheryl T. Jeffr

1. Academic Support and Academic Identity of African American Males Labeled Emotionally Handicapped (EH)By Cheryl T. Jeffries

2. 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)

3. 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?

4. 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)

5. Methodology • Selection of schools, teachers, and students • Non-participant observation • Formal interviews • Questionnaires • Content Analysis

6. 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)

7. 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)

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. Student Interview Data Academic Identity Academic Support Career goals: 1. Career interests 2. Role models 3. Confidence of H.S. graduation 4. Activities Activity involvement: 1. School programs 2. Class activities 3. Outside-school activities Academic community feelings: 1. School 2. Class 3. Perception of teacher view Career Advice: 1. Necessity of school 2. Provider of advice 3. Receptivity of advice

16. Student Interview Data continued Academic Identity Academic Support Perception of teacher: 1. Views on teacher caring 2. Views on teacher perception School Programs: 1. Awareness of programs 2. Recommended programs 3. Participation Teacher support: 1. Academic self-view 2. School/class feelings 3. H.S. graduation 4. Views on teacher caring 5. Views on teacher perception

17. Teacher Interview Data Self-Perception as Teacher Perception of Black Males Reason for teaching: 1. Decision-making 2. Future length-stay Goals: 1. Goals for students 2. Year accomplishments 3. Academic achievement 4. Teaching changes Experience: 1. Likes/dislikes 2. Work experience 3. Educational attainment Black males & Success: 1. Outlook on their future, care for school, & activities 2. Teacher preferred activities for them Black males & behavior: 1. Causes in class 2. Common behaviors in class, school, and other schools

18. Teacher Interview Data continued Academic Support Provided Support: 1. Strategies 2. Importance of school 3. Knowledge of lives 4. Frequency of recommended activities Disciplinary Practices: 1. Methods 2. Time spent on discipline Parent Interaction: 1. Calls 2. Visits 3. letters

19. Findings: Teachers • Teachers used effective instructional practices • Teachers’ viewed students capable of academic achievement • Lack administrative support

20. 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

21. Conclusion • Teachers’ academic support strongest impact on students’ self-perception as academic scholar • Friends most influential of students’ activity involvement

22. 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