Concordia University St. Paul DigitalCommons@CSP Concordia University Portland Graduate CUP Ed. Dissertations Research 11-1-2018 Understanding the Academic Achievement of African American Scholars: An Intrinsic Case Study of an Urban High School Cluny Lavache Concordia University - Portland, hot13lava@aol.com Follow this and additional works at: https://digitalcommons.edu/cup_commons_grad_edd Part of the Secondary Education Commons Recommended Citation Lavache, C. Understanding the Academic Achievement of African American Scholars: An Intrinsic Case Study of an Urban High School (Thesis, Concordia University, St.
Retrieved from https://digitalcommons.edu/cup_commons_grad_edd/259 This Dissertation is brought to you for free and open access by the Concordia University Portland Graduate Research at DigitalCommons@CSP. It has been accepted for inclusion in CUP Ed. Dissertations by an authorized administrator of DigitalCommons@CSP. For more information, please contact digitalcommons@csp.
Concordia University - Portland CU Commons Ed. Dissertations Graduate Theses & Dissertations 11-2018 Understanding the Academic Achievement of African American Scholars: An Intrinsic Case Study of an Urban High School Cluny Lavache Concordia University - Portland Follow this and additional works at: https://commons.edu/edudissertations Part of the Secondary Education Commons CU Commons Citation Lavache, Cluny, "Understanding the Academic Achievement of African American Scholars: An Intrinsic Case Study of an Urban High School" (2018).edu/edudissertations/228 This Open Access Dissertation is brought to you for free and open access by the Graduate Theses & Dissertations at CU Commons. It has been accepted for inclusion in Ed. Dissertations by an authorized administrator of CU Commons.
For more information, please contact libraryadmin@cu- portland. Understanding the Academic Achievement of African American Scholars: An Intrinsic Case Study of an Urban High School Cluny Lavache Concordia University–Portland College of Education Dissertation submitted to the Faculty of the College of Education in partial fulfillment of the requirements for the degree of Doctor of Education in Instructional Leadership Brianna Parsons, Ed., Faculty Chair Dissertation Committee Simyka Carlton, Ed., Content Specialist Yolanda Sealey-Ruiz, Ph., Content Reader Concordia University–Portland 2019 Abstract This qualitative intrinsic case study focused on the academic achievement and success of African American alumni students in an urban school district in New York City. The researcher sought to answer the following research questions: (a) How do urban, African American high school alumni perceive and describe the quality of education they received as impacting their studies and their success?; (b) How do alumni describe the social and cultural factors that contributed to and influenced the quality of education they received?; and (c) How do social and cultural factors influence their trajectory towards high academic achievement and/or success? Data were gathered utilizing three sources: semistructured interviews with eight alumni students from 2007 to 2016, high school transcripts, and personal artifacts that were impacted by the students’ experience at Woodbine Academy High School (WAHS), a pseudonym approved to maintain the confidentiality of the alumni and the institution used in the study. Information was gathered to determine the social and cultural factors that contributed to the high success rates of African Americans as lived and experienced by the alumni.
Data analysis captured and documented the alumni participants’ voices, which presented the counter-narrative to the deficit model. This descriptive case study of eight alumni participants revealed four themes that resonated throughout the data analysis. Alumni participants perceived the social and cultural factors that impacted their success were passion as reflected by the teachers’ content knowledge and interaction, belonging, access and opportunity, and expectations. Keywords: academic achievement, African American, racial congruency, culturally responsive/relevant, achievement/opportunity gap ii Dedication To my parents, Marie Claude Blass and the late Ulrick Lavache, who, as immigrants from Haiti, taught me what it meant to be resilient in the face of adversity, and sacrificed so their children could have educational opportunities for a better life.
To my wife, Selina S. Lavache, I am forever indebted to you, for without you and your unwavering love and support, this would not have been possible. To my siblings, Luckner Salvador, Sabine Sanon, Mency Theodore, and Caminer Lavache, for all the do’s and don’ts I learned along the way as the “Baby” of the family. From each of you I learned something different: from Nene (Luckner), I learned the concept of not taking life too seriously; from Bibi (Sabine), I learned perseverance and diligence; from Ichou (Mency), I learned love and forgiveness; and from Cary (Caminer), I learned to follow my dreams.
To my many nieces, nephews, godchildren (Dylan, Riley), and grandson (Omari), may you stand on my shoulders and be GIANTS. Through hard work, perseverance, and fortitude to follow your dreams, the world is yours to have. This is for those who understand their purpose as educators and believe in the capacity of our children of the African diaspora in America (African Americans) to unleash their brilliance. iii Acknowledgements Dr.
Brianna Parsons, your guidance and patience throughout this journey have allowed me to remain grounded. Your expertise, encouragement, enthusiasm, and counseling gave me permission to direct my pathway. You were understanding of all that I had going on with work and family obligations, and for this I am eternally grateful. You were present for the early- morning and late-night responses, along with your unwavering faith in my ability to remain steadfast in achieving this goal.
The truth is, you exemplified fundamental attributes of a truly phenomenal educator. Ultimately, you made me believe that it was all possible through your dedicated support. For this I say, you are simply the BEST! To members of my doctoral committee, Dr. Simyka Carlton and Dr.
Yolanda Sealey- Ruiz, thank you for your thoughtful comments and critical feedback throughout the writing process. Your wealth of knowledge with regard to my dissertation topic enabled me to grow as a scholar/researcher. To the alumni student participants and the students of WAHS, you have made all the trials and tribulations of the last 15 years of my 22-year career as an educator all worthwhile. You have brought me great joy in being a part of your success, no matter how big or small, professional or personal.
For that, I thank you and I am grateful. To the staff of WAHS, your support throughout this journey has kept me focused on the end goal. You have continuously encouraged me to reach this milestone academically, professionally, and personally. I would like to credit the staff both past and present.
It is as a result of the fundamental work that you have done that has led to the success of the students and alumni. It if were not for our collective collaboration, focusing on one goal, the student of our students, this would not be possible. Thank you for all that you do and continue to do, as you iv remain persistent and patient, recognizing the greatness and brilliance in our students even when they don’t see it for themselves. To my wife, Selina, your unconditional love and support have been for me God’s blessings.
You remained dependable so I could have this breakthrough. When I doubted my abilities, you were my biggest cheerleader. You wiped the tears and fears away by staying up with me, proofreading my work to the very end, offering hugs and encouraging me to take naps. You made me laugh even when I was in distress.
Thank you for simply believing in me. To the Harper family, thank you for your encouragement and continuous prayers. Dorr-Kennedy, the Henry family, my sorors of Brooklyn Alumnae Chapter of Delta Sigma Theta Sorority Inc., and Oliver Harper, you championed my efforts to get to the finish line, and for that I am most appreciative. v Table of Contents Abstract.
iv List of Figures. xi List of Tables. xiii Chapter 1: Introduction .1 Statement of the Problem .6 Nature of the Study .8 Purpose of the Study .9 Definition of Terms.12 Scope, Assumptions, and Delimitations .15 Significance of the Study .17 Chapter 2: Literature Review .23 Self-perception of Belonging and Being African American.26 vi Resources vs. Will and Support .29 Developing an Understanding of Culturally Relevant Pedagogy .30 Learning on a Continuum .32 Critical Race Theory .33 Racial and Cultural Congruency .37 Racism, Access, and the Need for Historically Black Colleges and Universities .41 Culturally Responsive College Readiness Culture .43 Culture and Its Impact on Achievement .45 Perspectives of “Achievement” for African American Students .45 Desegregation, Not Integration .49 Lack of Investment and Resources in Education .52 Factors Impacting the Achievement Gap .57 The Gap: Academic Performance of African American Students .58 Factors Contributing to the “Achievement Gap” .60 School Quality and Community of Stakeholders.62 Residential Segregation and School Community .64 Cultural and Racial Congruence .66 Role and Impact of African American Teachers .69 Culturally Responsive Pedagogy .72 Review of Methodological Issues .77 Synthesis of Literature .87 Purpose and Design of the Research Study .88 Knowledge: Paradigms or Philosophical Assumptions .95 Research Population and Sampling Methods .100 Identification of Attributes .106 Data Analysis Procedures .107 Limitations of the Research Design .108 Validity, Credibility, an Triangulation of Data .118 Ethical Issues in the Study .122 Chapter 4: Data Analysis and Results .123 Description of the Sample.127 Research Methodology and Analysis.129 Summary of the Findings .132 Presentation of the Data .133 Power of a Passionate Educator .136 Feeling of Belonging: Empathetic and Nurturing Community.141 Access to Opportunities That Support Success .148 viii High Expectations Through a Rigorous and Structured Environment .168 Chapter 5: Discussion and Conclusion .169 Summary of the Results .172 Discussion of the Results .175 Love, Discipline, and Structure .181 Nurturing Black Excellence: Its Relevance in Current Culture .188 Discussion of the Results in Relation to the Literature.192 Segregated Education and the Strengths of HBCUs .199 Implications of Results for Practice, Policy and Theory .200 Implications for Practice .202 Leadership in Action .203 Implications for Policy.205 Addressing the Teacher Gap .205 Role and Responsibility of Educational Leaders .206 Implications for Theory .210 Develop Cultural Competency and Become the Bridge .210 Purpose of Self-Knowledge and Its Impact .211 ix Recommendations for Future Research .213 Teacher Perceptions and Their Impact on Academic Achievement .213 WAHS Today in Preparation for Its Future .214 Examining the Parent Experience at WAHS .218 Appendix A: Introduction Letter .250 Appendix B: Participant Consent Form .251 Appendix C: Demographic Questions .253 Appendix D: Example Interview Questions .260 Appendix H: Statement of Original Work .261 x List of Figures Figure 1: Words used by alumni students describing their experiences at WAHS .124 xi List of Tables Table 1: Woodbine Academy High School Graduation Rate of African American Students .89 Table 2: Data Collection: Unit of Analysis, Data Source, and Research Methods .105 Table 3: Characteristics of Qualitative Research .117 Table 4: Initial Data Codes Produced From Alumni Interviews .125 Table 5: Alumni Student Participants .128 Table 6: Number of African American Students Graduating Between 2007 and 2016 .184 Table 7: Achievement and Success of Alumni Student Participants After WAHS .187 Table 8: Career Choices of Alumni Participants.191 Table 9: Categories/Themes and Corresponding Attributes (Appendix E) .255 Table 10: Categorizing Attributes Based on Classification of the Research Questions (Appendix F) .258 Table 11: Alumni Participants’ Scores on New York State Exams (Appendix G) .260 xii Chapter 1: Introduction Race and racism are the bedrock on which America has built its educational disparities, and thus failed to provide all students with access to equal quality education.
Despite the 1954 ruling of Brown v. Board of Education of Topeka, which required schools to integrate with the intent of addressing the assumption of “separate but equal” as a valid means to educate all children, the law was not enforced. The greater disparities of the educational systems in the Southern states significantly contributed to the ruling; however, Northern states faced similar challenges and resistance to desegregation, causing the same disparities. New York State has a long-standing history of segregated schools.
In New York City (NYC), Kucsera and Orfield (2014) argued that similar to the period before the Civil Rights Era, school age children are isolated and experiencing more segregated spaces, more than any of the Southern states at that time (Frankenberg, 2011; Kucsera & Orfield, 2014).