In Our Own Voices: Perceptions of Teacher Care Among African American Male Secondary Students with Special Needs

Historically, African American male students have been disproportionately overrepresented in special education under the eligibility categories emotional disturbance, and behavior disorders. Additionally, African American male students with disabilities have consistently underperformed academically....

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Main Author:	Watts, Didi
Format:	Others
Published:	Digital Commons at Loyola Marymount University and Loyola Law School 2018
Subjects:	African American Males alternative settings non-public schools Special Education student perceptions teacher care Disability and Equity in Education Education
Online Access:	https://digitalcommons.lmu.edu/etd/539 https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1540&context=etd

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spelling	ndltd-lmu.edu-oai-digitalcommons.lmu.edu-etd-15402021-10-12T05:09:45Z In Our Own Voices: Perceptions of Teacher Care Among African American Male Secondary Students with Special Needs Watts, Didi Historically, African American male students have been disproportionately overrepresented in special education under the eligibility categories emotional disturbance, and behavior disorders. Additionally, African American male students with disabilities have consistently underperformed academically. If a student does not perceive that the teacher cares for him, it may be more difficult for a teacher to be successful in engaging the student in the learning experience. The literature indicates that care is a basic need that is grounded in relationships. In schools, those relationships are based on the interaction between the student and teacher. There is a lack of data that specifically addresses the care of African American male students with special needs in nonpublic-school settings. This qualitative study utilized interviewing as a methodology to better understand how the care of a teacher supported the educational experience of African American males for the purpose of informing teachers and leaders in how to work with this specific population of students by addressing the following research questions: (a) How do African American male secondary school students with special needs define care? (b) To what extent do African American male secondary school students with special needs’ perceptions of teacher care affect their educational experiences? (c) Based on African American male secondary school students' with special needs perceptions of teacher care, how are the components of the ethic of care demonstrated in the classroom by the teacher? (d) How are the three suppositions of culturally relevant pedagogy demonstrated by the classroom teacher, according to the perceptions of African American male secondary school students with special needs? 2018-01-01T08:00:00Z text application/pdf https://digitalcommons.lmu.edu/etd/539 https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1540&context=etd LMU/LLS Theses and Dissertations Digital Commons at Loyola Marymount University and Loyola Law School African American Males alternative settings non-public schools Special Education student perceptions teacher care Disability and Equity in Education Education
collection	NDLTD
format	Others
sources	NDLTD
topic	African American Males alternative settings non-public schools Special Education student perceptions teacher care Disability and Equity in Education Education
spellingShingle	African American Males alternative settings non-public schools Special Education student perceptions teacher care Disability and Equity in Education Education Watts, Didi In Our Own Voices: Perceptions of Teacher Care Among African American Male Secondary Students with Special Needs
description	Historically, African American male students have been disproportionately overrepresented in special education under the eligibility categories emotional disturbance, and behavior disorders. Additionally, African American male students with disabilities have consistently underperformed academically. If a student does not perceive that the teacher cares for him, it may be more difficult for a teacher to be successful in engaging the student in the learning experience. The literature indicates that care is a basic need that is grounded in relationships. In schools, those relationships are based on the interaction between the student and teacher. There is a lack of data that specifically addresses the care of African American male students with special needs in nonpublic-school settings. This qualitative study utilized interviewing as a methodology to better understand how the care of a teacher supported the educational experience of African American males for the purpose of informing teachers and leaders in how to work with this specific population of students by addressing the following research questions: (a) How do African American male secondary school students with special needs define care? (b) To what extent do African American male secondary school students with special needs’ perceptions of teacher care affect their educational experiences? (c) Based on African American male secondary school students' with special needs perceptions of teacher care, how are the components of the ethic of care demonstrated in the classroom by the teacher? (d) How are the three suppositions of culturally relevant pedagogy demonstrated by the classroom teacher, according to the perceptions of African American male secondary school students with special needs?
author	Watts, Didi
author_facet	Watts, Didi
author_sort	Watts, Didi
title	In Our Own Voices: Perceptions of Teacher Care Among African American Male Secondary Students with Special Needs
title_short	In Our Own Voices: Perceptions of Teacher Care Among African American Male Secondary Students with Special Needs
title_full	In Our Own Voices: Perceptions of Teacher Care Among African American Male Secondary Students with Special Needs
title_fullStr	In Our Own Voices: Perceptions of Teacher Care Among African American Male Secondary Students with Special Needs
title_full_unstemmed	In Our Own Voices: Perceptions of Teacher Care Among African American Male Secondary Students with Special Needs
title_sort	in our own voices: perceptions of teacher care among african american male secondary students with special needs
publisher	Digital Commons at Loyola Marymount University and Loyola Law School
publishDate	2018
url	https://digitalcommons.lmu.edu/etd/539 https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1540&context=etd
work_keys_str_mv	AT wattsdidi inourownvoicesperceptionsofteachercareamongafricanamericanmalesecondarystudentswithspecialneeds
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In Our Own Voices: Perceptions of Teacher Care Among African American Male Secondary Students with Special Needs

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