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    VOICES FROM THE EDUCATIONAL FRINGE: AN ETHNOGRAPHIC STUDY EXPLORING EDUCATIONAL EXPERIENCES OF AFRICAN AMERICAN MALES IN AN ALTERNATIVE GED PROGRAM

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    Genre
    Thesis/Dissertation
    Date
    2015
    Author
    Ransom, Julia Camille
    Advisor
    Davis, James Earl, 1960-
    Committee member
    Cucchiara, Maia Bloomfield
    Goyette, Kimberly A.
    Laurence, Janice H.
    Brooks, Wanda M., 1969-
    Department
    Urban Education
    Subject
    Education
    Gender Studies
    African American Studies
    African American Male
    Alternative Education
    Ged
    Qualitative
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3447
    
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    DOI
    http://dx.doi.org/10.34944/dspace/3429
    Abstract
    Black males are more likely than others to attend alternative education programs and schools (McCall, 2003; Howard, 2008). Alternative high schools and programs tend to serve a disproportionate number of male students, students of color, at risk students, and economically disadvantaged students (McNulty & Roseboro, 2009; Watson, 2011). A significant number of Black male students will pursue the GED credential in these programs. This ethnographic study focuses on Black male students who have dropped out of traditional high school prior to attending a GED program in a Northeastern city. This study addresses the following questions: How do Black males' perceptions of caring and educational experiences in an alternative GED program differ from experiences in their former traditional high school? This study uses an intersectionality theoretical framework. As Black males are more likely to attend alternative schools, prioritizing race, gender, and class are essential in this study. Findings indicate that students experience more caring environments in the alternative GED program. The results also indicate that students' experiences in their formal high schools are fraught with disciplinary problems and uncaring environments.
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