Date of Award

12-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Degree Discipline

Education Leadership

Abstract

The present study experimentally examined the impact of the COVID-19 pandemic on elementary African American males living in rural areas. The qualitative study used a phenomenological approach to examine students' perspectives, as understood by the parents and educators (N=10). Using semi-structured interviews and thematic coding, the researcher suggested strategies for successfully closing instructional gaps and meeting the needs of this population moving forward.

The theoretical frameworks that triggered this exploration were Intersectionality, Maslow’s Hierarchy of Needs, and Conflict Theory. The researcher used the theories as a lens to answer the following research questions: (1) How much has COVID-19 revealed the academic and structural disparities in rural elementary education? (2) What social-emotional effects have COVID-19, and school closures had on African American boys in elementary school? (3) During COVID-19, how did the roles of educational teachers and leaders change to meet the needs of students from low socioeconomic backgrounds? (4) How can the education system best support African American elementary boys in rural areas already at risk for fourth-grade failure syndrome in these unprecedented times?

The study revealed several academic and structural disparities in rural elementary education and that the social-emotional effects of the pandemic weighed heavier on the targeted population. The results showed that despite multiple adjustments made by educators, African American males still needed help, as the public education system is yet to implement strategies that best support African American boys with diminishing educational enthusiasm. The findings indicate the need for cultural awareness training, an engaging and inclusive curriculum, academic and mental health assessments and programs, pioneering parental support, building relationships, cultivating a positive school environment, and increasing teacher compensation and retention.

Committee Chair/Advisor

Patricia Hoffman-Miller

Committee Member

Beverly Sande

Committee Member

Douglas Hermond

Committee Member

Pamela Barber-Freeman

Publisher

Prairie View A&M University

Rights

© 2021 Prairie View A & M University

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Date of Digitization

2/14/2024

Contributing Institution

John B Coleman Library

City of Publication

Prairie View

MIME Type

Application/PDF

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