The abstract of this study follows:

Overview of Problem: Persistent educational inequities continue to shape the schooling experiences of African American male students, beginning as early as elementary school. These inequities are reflected in disparities in academic achievement, disciplinary actions, special education referrals, and access to advanced learning opportunities. Research suggests that teacher mindsets—beliefs, expectations, and perceptions about students—play a critical role in shaping these outcomes. However, there remains a need to more deeply understand how these mindsets are constructed and enacted in early elementary settings, particularly within the context of systemic racism and institutionalized bias.

Research Purpose: Grounded in Critical Race Theory and informed by the New York State Culturally Responsive-Sustaining Education Framework, this study seeks to explore how elementary school teachers construct meaning around their beliefs and expectations for African American male students. The study aims to examine how these perceptions influence instructional practices, interpretations of student behavior, and broader classroom experiences, with particular attention to early indicators such as self-efficacy, academic engagement, and behavioral outcomes.

Research Design: This study employs a qualitative methodology using an interpretive research design. This approach is appropriate for examining how educators make meaning of their experiences and how those meanings shape their professional practice within specific sociocultural and institutional contexts.

Data Collection and Analysis: Data will be collected through semi-structured interviews with approximately 12-15 elementary school teachers in grades K-2. These in-depth interviews will serve as the primary and sole data source for the study, allowing for a rich exploration of participants’ perspectives and experiences. Data will be analyzed using thematic analysis, allowing for the identification of patterns and meanings across participant narratives. Coding will be iterative and inductive, with attention to how themes align with constructs of teacher mindset, culturally responsive practice, and systemic inequities. Researcher reflexivity, including journaling and positionality reflection, will be used throughout the process to ensure transparency and credibility.

Dissertation Committee Chair: 

Dr. Nora C.R. Broege

Dissertation Committee Members: 

Dr. Peter F. Troiano