Perceptions of High School Principals about Improving African American Male Academic Outcomes

In this study, the African American male students’ academic achievement gap and the principals’ strategies to overcome this problem were investigated. The purpose of this qualitative exploratory case study was to assess the viability of the different strategies that principals have put in place in their respective schools with the aim of improving the academic outcomes of African American male students. The study was guided by the theoretical foundation of culturally responsive teaching, which ensures effective diversity management through the cultural resources of teaching. The research questions addressed 3 major components: the principals’ self-perceived beliefs and attitudes toward enhancing the learning experiences of African American males, support practices for the academic achievement of African American males, and the experiences and outcomes of programs that principals have implemented for African American students. A qualitative research approach was utilized for this study, and purposive sampling was used to select the participants. A total of 6 principals from 6 campuses participated in this study. Interviews were used to collect data which were analyzed through thematic analysis. The findings indicated that principals believe that effective classroom management, financial support, and instructional leadership are strategies to enhance the learning experiences of African American males. Mentorship, student support programs, and corrective action practices were also found to be used to support the academic achievement of African American males. Finally, the findings from this study add to the existing knowledge of practice regarding the strategies used by school leaders to help African American male students improve their academic achievement