Date of Award
9-12-2023
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Ibrahim Duyar
Committee Members
Craig Johnson; Debbie Smith
Call Number
LD 251 .A566d 2023 M34
Abstract
The purpose of this qualitative narrative study was to examine teachers’ perceptions on effective strategies to retain Black ninth-grade students Data was collected from 10 ninth-grade teachers who have at least three years of teaching experience of ninth-graders. The ninth-grade teachers shared their experiences of working with Black ninth-grade students while reflecting and sharing their perceptions on strategies they have implemented to prevent these students from dropping out of school. The study was grounded in Critical Race Theory (CRT). Eight major themes emerged from the interviews: (1) Positive behavior interventions and supports (PBIS), (2) parent/community involvement, (3) student voice, (4) availability, (5) differentiation, (6) peer tutoring, (7) building relationships, and (8) mentoring. The emerged theme suggested an inclusive list of strategies that require the involvement of teachers, parents, and students. The findings are in parallel with the best practices in the literature toward retaining Black students. Positive support and intervention, involvement of students and their parents appeared to be the leading strategies for retaining Black night-grade students. The findings may guide policymakers and practicing educational leaders in promoting inclusive conditions to retain Black ninth grade students. Keywords: Retaining Black students, inclusive practices, positive behavior interventions and supports, parent/community involvement, student voice, differentiation, peer tutoring, building relationships, and mentoring.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
McFarland, Jackie Lanette, "Teachers’ Perceptions on Effective Strategies to Retain Black Ninth-Grade Students" (2023). Student Theses and Dissertations. 155.
https://arch.astate.edu/all-etd/155
