Fifth Grade African American Males

By Author: Henry Ford
Total Articles: 189
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Research into the academic progress of African American is not new. More research is still being done by various researchers in order for educators (teachers) and education officials to fully grasp the different variables that negatively affect the academic performance of African Americans. This is because the same problems identified in past research still abound and new factors are also being identified with regard to this poor academic performance among this group (Scott, 2009). National reading achievement data has revealed that African Americans and especially African American males are not performing at par with other students in content area classes, specifically reading (Tatum, 2005). The NAEP (2009) report revealed that males are performing at a lower level than their female peers.
There is an abundance of research conducted on the literacy achievement of African American males, with findings revealing major causes for this. From the research already done, finding have identified and analyzed a number of factors which contribute to the great disparity in performance between African American males and other boys ...
... from other ethnic groups despite the availability of needed learning resources. The factors that have been identified and studied include: school variables like the ethnicity of the teacher and availability of the learning resources, family variables such as the socioeconomic status of the family, academic qualifications of the parents and the presence of parental guidance and encouragement were all factors that affect African American male students’ achievement (Ford, 2006). However, little research addresses the attitudes, interests, and beliefs that African American males have about reading.
Educational research findings indicate that mastering reading skills equals to greater success in school and offers greater success in the workforce later in life (San Gabriel Valley Tribune, 2009). Unequal educational opportunities impact African American males tremendously (Fashola, 2005; Kozol, 1991; Smiley, 2006). If African American males are not targeted and do not receive the sufficient amount of literacy education necessary to be successful, many of them will be low wage earners or unemployed adults. The San Gabriel Valley Tribune (2009), states that the penalty of creating future generations of boys who hate to read are far worse than the consequences of surrendering to the natural reading interests of boys.
In order to increase the reading interests of black boys many multicultural learning theorists have accentuated the significance of providing black boys access to reading materials that permit them to see themselves (Williams, 2008). Schools can support home cultural distinctions by providing reading material that is insightful of the students’ cultural background. It is believed that once African American boys envision themselves in these books they will become increasingly motivated to read (Williams, 2008).
Tatum (2005) expanded the research in this area by identifying external factors that have played a major role in the academic lives of African American males. Those factors included community patterns, structural racism, socioeconomic status, and the educational attainment of parents (Fashola, 2005; Tatum, 2005). African American males must not only face these factors but also deal with the scarcity of positive role models, negative stereotypes in and out of school, and a lack of culturally relevant instruction and direction. The majority of African American males are faced with problems associated with living within low socioeconomic households and substandard and dangerous living conditions. Students with these dilemmas are more concerned with mortality and survival than worrying about homework, reading assignments, or school (Tatum, 2005; Fashola, 2005).
In many school districts throughout the United States, African American males were more likely than any other sub-group to be suspended or expelled from school. Noguero (2002) concluded that Black males were more likely than any other sub-group to be classified as mentally retarded or suffering from a learning disability and placed in special education (Noguero, 2002; Kunjufu; 2005). Many African American males who were placed in special education in the early grades remained there throughout their academic careers (Noguera, 2002; Kunjufu, 2005).
Statement of the Problem
Based on the results from the Stanford Achievement Test (SAT) and Alabama Reading and Math Test (ARMT) fifth grade African American males are reading at a lower level than any other subgroup of students in an urban school district in a southern state in the United States. According to total reading score results on the SAT in 2008, 50% of African American males in fifth grade were reading below the 50th percentile, scoring lower than any other subgroup tested. There are few research inquiries examining African American males’ perceptions, attitudes, and behaviors about reading.
Nature of Study
This study will use a qualitative methodology design which will allow the researcher to investigate fifth grade African American males’ attitudes, interests, and beliefs about reading. This study will investigate and examine the perceptions of these students in order to provide a greater insight into why young African American males’ reading assessment scores are at a lower level than those of fifth grade boys of other ethnic groups.
The sample population will consist of four fifth grade classes at one elementary school in a southern state. There are approximately 23 students in each class. The elementary school is a Title I, Targeted Assistance School. The school has fifth grade African American males who scored in the lower percentile on the Alabama Reading and Math Test (ARMT), in which nearly 600 students are enrolled. Data sources will include two focus group sessions consisting of 6 to 8 fifth grade African American males. Both focus group sessions will be recorded, transcribed, and summarized. To support the objectives of this study, the researcher will also review Accelerated Reader book lists, reading logs, and other book lists from the school’s library.
Research Questions
The qualitative research questions developed for this research aim to pursue a better understanding of the attitudes, interests and beliefs held by fifth grade African American males towards reading. More specifically, the questions relate to fifth grade African American males in a public school in the state of Central Alabama. From the data collected the researcher was able to identify school. The research questions developed included the following:
1. What are the attitudes, beliefs and interests that characterize the perceptions of fifth grade African American males about reading?
2. What are the factors that shape the attitudes, beliefs and interests of fifth grade African American males towards reading?
3. Why do fifth grade Africa American males believe that reading is a girl’s activity?
4. What is the relationship between the reading attitude, beliefs and interests and reading skills among fifth grade African American males?
5. What steps can be taken to help fifth grade African American males overcome their attitudes, beliefs and interests towards reading and improve their scores?
6. What are the perceived barriers to reading for fifth grade African American males?
7. What resources and strategies would motivate fifth grade African American males to read?
8. Which are some of the factors that would facilitate growth of reading among fifth grade African American males?
Purpose Statement
The purpose of this study is to investigate 5th grade African American males’ interests, attitudes, behaviors, and barriers to reading in a single elementary school in Central Alabama. Examining this aspect may provide an insight as to why African American males in fifth grade perform disproportionately more poorly on standardized reading assessment hence having lower level scores than fifth grade boys of other ethnic groups. The main goal of teaching reading to students is to help them become life-long learners and hence become successful in all the academic areas. For this to be achieved, reading becomes an important underlying factor.
Furthermore the rationale of this study is to identify effective motivational strategies for these students. Once teachers become aware of these negative perceptions held by fifth grade African American males they will be in a better position to use the motivational strategies that the researcher has identified during their teaching sessions. Their efforts will go a long way in improving the reading achievements of the students and therefore their overall success in education and in life. The analysis of the study will also be useful to school officials in the formulation of effective instructional reading strategies that will impact the test scores of fifth grade African American males in Central Alabama. This strategies will be of significant importance because the consequences of the African American limited academic literacy will not only be felt at the college level, but will be compounded further in future especially since high levels of literacy are associated with advanced educational goals, acquisition of better quality of life and gainful employment. Therefore the appropriate application of these strategies will ensure that and accord these individuals this opportunity later on in life.

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