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首页> 外文学位 >Exploring Hurricane Katrina's Influence on At-Risk Black Males' Graduation Rates: Views-Experiences of Secondary Teachers.
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Exploring Hurricane Katrina's Influence on At-Risk Black Males' Graduation Rates: Views-Experiences of Secondary Teachers.

机译：探索卡特里娜飓风对风险男性黑人毕业率的影响：中学教师的观点与体验。

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摘要

Researchers have sought to understand factors that contribute to the low high school graduation rate of at-risk Black males. Studies have shown that at-risk Black male students in particular drop out of high school at nearly twice the rate of males not considered at-risk. One area of particular interest is the coast of Louisiana, affected by Hurricane Katrina in 2005. There is concern that the lingering presence of Hurricane Katrina could be affecting graduation rates of some at-risk Black males. In addition, these students face internal and external challenges, which may influence their decision to graduate. The purpose of this qualitative study was to explore reasons why some at-risk Black males in Louisiana fail to graduate from high school by exploring the views and experiences of teachers who were present before and after Hurricane Katrina. A case study approach was used in this research, in which nine purposefully chosen faculty members were interviewed using a semi-structured protocol. Five core concepts from social cognitive theory formed the conceptual framework for the study: observational learning (modeling), expectation of outcomes, sense of self-efficacy, goal setting, and self-regulation. Chaos theory was used as a lens to extend the social cognitive theory. Collecting data from teachers aided researchers in understanding the impact of Hurricane Katrina on at-risk Black males and offered lessons learned toward developing solutions to help mitigate the impact disasters have on vulnerable student populations. Recommendations for future research included replicating this study in another school system that has experienced a natural disaster to validate the findings in this study. Comparing and contrasting the findings of this study with findings from future studies might aid in understanding the reasons that these students are not graduating.
机译：研究人员试图了解导致高危黑人男性低中学毕业率的因素。研究表明，处于危险中的黑人男学生从高中辍学的几率几乎是被认为处于危险中的男性的两倍。特别令人关注的领域是2005年受到卡特里娜飓风影响的路易斯安那州沿海地区。人们担心，卡特里娜飓风的持续存在可能会影响一些处于危险中的黑人男性的毕业率。此外，这些学生面临内部和外部挑战，这可能会影响他们决定毕业的决定。这项定性研究的目的是通过探讨卡特里娜飓风前后的老师的观点和经验，探究路易斯安那州一些处于危险中的黑人男性未能从高中毕业的原因。在本研究中使用了案例研究方法，其中使用半结构化协议采访了九位有目的的教师。社会认知理论的五个核心概念构成了研究的概念框架：观察学习（建模），对结果的期望，自我效能感，目标设定和自我调节。混沌理论被用作扩展社会认知理论的镜头。从教师那里收集数据有助于研究人员了解卡特里娜飓风对处于危险中的黑人男性的影响，并提供了一些经验教训，以开发解决方案以帮助减轻灾难对脆弱学生群体的影响。对未来研究的建议包括将本研究复制到另一个遭受自然灾害的学校系统中，以验证本研究的结果。将本研究的结果与未来研究的结果进行比较和对比，可能有助于理解这些学生未毕业的原因。

著录项

  • 作者

    Guyton, Lasynge P.;

  • 作者单位

    Northcentral University.;

  • 授予单位 Northcentral University.;
  • 学科 Educational leadership.;Secondary education.;African American studies.;Educational administration.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 213 p.
  • 总页数 213
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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