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    A QUALITATIVE STUDY USING COMMUNITY CULTURAL WEALTH TO UNDERSTAND NEIGHBORHOOD LEVEL EXPERIENCES OF BLACK MALE HIGH SCHOOL STUDENTS

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    Freeman_temple_0225E_14214.pdf
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    Genre
    Thesis/Dissertation
    Date
    2020
    Author
    Freeman, Marc cc
    Advisor
    Davis, James Earl, 1960-
    Committee member
    Cucchiara, Maia Bloomfield
    Jordan, Will J.
    Patterson, Timothy
    Department
    Urban Education
    Subject
    Education
    Education
    Black Church
    Black Males
    Capital
    Resources
    Urban Neighborhoods
    Urban Schools
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/337
    
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    DOI
    http://dx.doi.org/10.34944/dspace/321
    Abstract
    ABSTRACT Much of the research on Black males in education focuses on their underachievement, low graduation rates, and below average standardized test scores. At the same time, researchers often view urban neighborhoods where African Americans live from a deficit perspective. The present study aims to uncover how Black male high school students make use of neighborhood-based capital to succeed in school and explore how Black churches influence their academic trajectory. Drawing on Yosso’s (2005) Community Cultural Wealth Model as a framework, the strengths-based qualitative study takes place in an urban neighborhood located in a mid-sized Northeastern city. Geographic Information System (GIS) technology is employed to provide context for the study and pinpoint the residential locations of participants. Based on interviews and participant observations in a variety of contextual settings, participants identified ten neighborhood-based resources, including recreation centers, parks, and churches. They also describe their neighborhood level experiences and make clear how they leverage social, aspirational, family, and navigational capital. The findings from the study shed light on their educational and social realities and suggest that urban neighborhoods can be places of possibility. Implications discuss strategies that educators, administrators, and churches can employ to increase the academic engagement and performance of Black male students.
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