Date of Award
6-6-2023
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Committee Members
Audrey Bowser; Corey McKenna
Call Number
LD 251 .A566d 2023 G57
Abstract
Mattering to others is important in society; therefore, knowing how individuals perceive their mattering is essential. The problem addressed in this study is the gap in research of experiences regarding mattering and marginality of high school African American males. The purpose of this qualitative phenomenological study was to examine how African American males perceived their experiences of mattering and marginality in high school to teachers and administrators. A qualitative phenomenological approach and design were used to conduct one-on-one, semi-structured interviews with eight upcoming 11th and 12th graders to gather their experiences. Schlossberg’s Theory of Marginality and Mattering and Critical Race Theory were used as guiding frameworks for this study. Four themes and four subthemes emerged, highlighting the ways the participants felt they mattered and felt marginalized: 1) getting acknowledged, with the emergent subthemes of being acknowledged through verbal praise and acknowledged through actions; 2) being shown respect, with the emerging subthemes of teachers valuing needs/opinions and teachers understanding; 3) feeling targeted by/rudeness from teachers; and 4) having an optional presence. This study is essential to educators worldwide and future studies because it will help them understand how to create an environment where African American high school males can feel valued, dependable, and appreciated. Hopefully, the African American male student population will continue to be studied, and other populations will be able to share their experiences of mattering and marginality to inform educators how to make all students feel as though they matter in and out of the classroom.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Gipson, Tiffany LeShunda, "Understanding How High School African American Males Articulate their Experiences of Mattering and Marginality at School to Teachers and Administrators" (2023). Student Theses and Dissertations. 182.
https://arch.astate.edu/all-etd/182
