Abstract
Purpose. The purpose of this case study was to identify attributes that ninth-grade, African-American male students describe as helping or hindering their achievement in Algebra I. Premise. A child's academic success depends largely upon the dynamics of communication between a student and teacher. The more we know about the interpretive elements that children experience, the better we will be able to understand our impact upon children's learning, their motivation and the view that they have of themselves within their learning environment. (Dandy 1991, 51) Methodology. Sixteen African-American male Algebra I students, enrolled in a nationally recognized school district near the greater Washington DC area, were randomly selected from one of four high schools based upon the following criteria: non-ESOL, non-Special Education, just completing Algebra I during the 2002–2003 school year, had different teachers, received parent permission, and fit one of two groups: those receiving A/B grades or C/D grades in Algebra I. A trained team interviewed students using a qualitative, case study research design, structured around a one-on-one, open-ended, naturalistic interview process. The data were transcribed and analyzed, noting similar and differing attributes that students identified as helping and hindering their achievement in Algebra I. Findings. Student responses fell into one of three major categories: student-teacher relationships, classroom climate, and instructional style. There were marked differences among the A/B and C/D groups of students. The attributes indicated by the A/B students as helping them learn Algebra I were those same attributes that the C/D students indicated were missing and would have helped them learn Algebra I better. The majority of attributes fell into a category that Claude Steele (1997) identifies as "hidden curriculum." A complete list of student preferences is noted in the dissertation and closely resembles the eighty-five attributes found in the literature, noting the attributes that help and hinder African-American student learning. Conclusions and recommendations. This study reinforced the fact that we must look seriously at student-teacher relationships and how teachers are trained to instruct and communicate with students. In order for African-American males to be effectively educated, they must feel respected, understood, and valued (Kunjufu 1986). Duck (1993) asserts that we must begin by ascertaining how individuals arrive at how they interpret the world, their roles, and people around them. He also indicates that if we are to move towards impacting student achievement, teachers need to understand and interpret the symbols, perspectives, and definitions of how students define their world and how they view their relationships with teachers, beginning in early elementary school. Early on throughout elementary school, a bonding process must take place first, which results from love, respect, and understanding. The research suggests that the teachers set the stage, mood, script, and characteristics for the interaction between teachers and students.