A Causal Comparative Analysis of the Academic Self-Efficacy of Black Male High School Students taught by a Black or White Male Teacher.

The airm of this study was to determine if there was a difference in the academic-self efficacy among Black male students taught by a Black Male teacher compared to the academic self-efficacy of Black male students that are taught by a Whilte male teacher. Academically, Black male students lag behind their peers in academic achievement indicators such as grade point average, standardized test scores, and high school graduation rates (Schottt Report, 2015). Existing literature regarding Black male academic achievement focuses on exploring the academic achievement gap that exists, but little to no research investigates how to close that gap. Using Albert Bandura\u27s (1977) academic self-efficacy theory as a theoretical framework, this study investigated whether or not Black male teachers have an impact on the academic self-efficacy of Black male students by comparing the academic self-efficacy of Black male students taught by a Black male teacher compared to the academic self-efficacy of Black male students taught by a White male teacher. The study was guided by the following research question: Is there a difference in the academic self-efficacy of Black male students taught by a Black male teacher compared to the academic self-efficacy of Black male students taught by a White male teacher. To answer the question, a quantitative causal comparative research study was employed using an adapted Academic Self-Efficacy Scale (Gafor & Ashraf, 2006). Findings resulting from this study is significant, as it aims to serve as a platform for future research on methods to close the gap in academic achievement for Black male students