African American male students in outperforming urban schools: a case study of an urban high school

African American males’ tribulations in the American public education system are well documented. At all levels of educational attainment, African American males consistently present the lowest performance when compared to the other subgroups (Schott Foundation, 2010). African American males’ lack of academic success in public schools should be addressed due to the link between low educational attainment and incarceration (Maurer & King, 2004) and the impact on this low educational attainment on the American economy as a result of the shift in skills needed to become a productive participant in the global economy (Green, 2004). The goals of this study were to identify and describe instructional practices, programs, and leadership provided in high-achieving urban schools that successfully support African American male students. By identifying the practices and characteristics of successful schools, this study aims to contribute to the body of literature strategies that can further narrow this achievement gap. Using an ethnographic design, the research addressed three questions: ❧ 1. What instructional practices exist in outperforming schools with high-achieving African American males? ❧ 2.What programs exist in outperforming schools with high-achieving African American males? ❧ 3. How does the leadership in outperforming schools create and foster a climate of high achievement for African American male students? ❧ The mixed-methods research study used semi structured interviews, site observations, data collection, and analysis that yield themes that include a deliberate approach to address the needs of African American boys through programs, practices, and leadership. ❧ To understand the impact instructional practices, programs, and leadership have on African American male students’ performance, the researcher conducted a case study at an all-boys’ school site located in Chicago, Illinois—UP High. Despite the fact that UP High experiences the common challenges facing many urban schools in impoverished inner city communities, the students and teachers persist because they are bound and motivated by the rich school culture. The strength of the school culture prevents the existence of insufficient resources and opportunities, achievement gaps, and mistrust from impeding the school’s mission and vision. Through the triangulation of surveys, interviews, observations, and document reviews, three overarching themes were identified: rituals, relationships, and high expectations. The presence of rituals—Community, tie ceremonies, creed recital, etc.—creates a code of expectations that inform the students’ behavior, sense of responsibility, and academic commitment. These ritualistic practices also forge strong relationships that aim to heal the traumas a number of the UP High students have encountered in both their formative education and personal lives. Finally, from UP High’s commitment to rituals and relationships, high expectations are birthed and encouraged by all stakeholders.

非裔美国男性在美国公共教育体系中所遭遇的困境已有充分的文献记载。在所有受教育程度层级中，非裔美国男性的学业表现始终低于其他所有子群体（肖特基金会，2010）。鉴于低受教育程度与监禁率之间存在关联（Maurer & King，2004），且低受教育程度会因全球经济下生产性参与者所需技能的转变而对美国经济产生负面影响（Green，2004），因此必须解决非裔美国男性在公立学校学业不佳的问题。

本研究旨在识别并描述那些成功扶持非裔美国男性学生的高绩效城市学校所采用的教学实践、项目与管理举措。通过梳理成功学校的实践与特征，本研究希望为可进一步缩小该学业差距的相关策略研究文献体系贡献新的成果。本研究采用民族志研究设计，聚焦以下三个核心问题：
1. 在非裔美国男性学生学业表现优异的领先学校中，存在哪些教学实践？
2. 在非裔美国男性学生学业表现优异的领先学校中，设有哪些帮扶项目？
3. 领先学校的管理举措如何为非裔美国男性学生营造并培育高学业成就的氛围？

本混合方法研究采用半结构化访谈、实地观察、数据采集与分析手段，最终提炼出核心主题：即通过项目、教学实践与管理举措，系统性地满足非裔美国男学生的需求。为探究教学实践、项目与管理举措对非裔美国男性学生学业表现的影响，研究者于美国伊利诺伊州芝加哥市的一所全男子学校——UP High——开展了个案研究。尽管UP High面临着贫困中心城区众多城市学校普遍遭遇的各类困境，但该校师生仍坚守初心、砥砺前行——浓厚的校园文化将他们凝聚在一起，并为其注入不竭动力。强大的校园文化能够抵消资源与机会不足、学业差距以及信任缺失等问题的负面影响，使其无法干扰学校的使命与愿景。通过对问卷、访谈、观察与文献综述的三角验证分析，本研究提炼出三大核心主题：仪式规范、人际联结与高期待。各类仪式规范——如社区活动、结绳仪式、信条朗诵等——构建起一套行为期待准则，引导学生规范自身行为、强化责任意识与学业投入。这类仪式化实践还能建立牢固的人际联结，帮助UP High的诸多学生抚平其在成长教育阶段与个人生活中遭遇的心理创伤。最终，依托对仪式规范与人际联结的坚守，该校全体利益相关方共同树立并践行了高期待的办学理念。