Electronic Theses and Dissertations

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Instruction & Curriculum Leadership

Committee Chair

Beverly Cross

Committee Member

Brian Wright

Committee Member

LaDrica Menson-Furr

Abstract

This dissertation offers a critical examination of the intersection between racial/ethnic and scholarly identity development among Black male adolescents, specifically those aged 18-19, within the socio-cultural and educational context of a Southern urban environment. By exploring the lived experiences of these boys, the study investigates how they navigate pervasive systemic barriers, including institutionalized racism, racial stereotyping, and inequitable educational practices, all of which significantly shape their academic trajectories and racial self-conception. Grounded in the theoretical frameworks of Critical Race Theory, Social Identity Theory, and Bioecological Systems Theory, this qualitative inquiry employs a robust multi-method approach, integrating semi-structured interviews, life mapping, and narrative inquiry through musical composition to uncover the nuanced processes through which these boys negotiate their dual identities racial/ethnic and scholarly. The findings illuminate how Black boys, while encountering formidable obstacles such as a racially biased curriculum, discriminatory school policies, and disproportionate disciplinary actions, engage in practices of resistance and resilience. Mentorship, cultural affirmation, and creative expression emerge as pivotal mechanisms through which these adolescents assert and navigate their racial/ ethnic identities, while simultaneously fostering academic engagement and success. The study underscores the transformative role of representation within the school environment and broader societal narratives, particularly in mitigating the psychological effects of marginalization and enhancing identity development. This dissertation contributes to the field by expanding our understanding of how systemic inequities intersect with identity construction, illustrating how Black boys actively resist deficit narratives through community support, personal agency, and cultural expression. The implications of this research suggest critical educational reforms that center on culturally responsive pedagogies, inclusive curricula, and mentorship programs tailored to affirm the identities of Black male students. By highlighting the importance of affirming both racial/ ethnic pride and academic potential, this work calls for transformative change in educational spaces to promote the holistic development of Black boys, ensuring their academic and socio-emotional success in the face of systemic adversity. Additionally, this dissertation highlights the importance of mentorship, cultural affirmation, and creative outlets in the resilience-building processes that empower these boys to thrive despite the challenges they face.

Comments

Data is provided by the student.

Library Comment

PDF

Notes

Open access.

Download

Share

COinS