Term of Award
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
College of Education
Committee Member 1
Ming Fang He
Committee Member 2
Committee Member 3
Committee Member 3 Email
This is an inquiry into the experiences Black males have with the current high school curricula. Theoretically drawing on critical race theory (Bell, 1992; Delgado, 1995; Dixson & Rousseau, 2006; Ladson-Billings, 2009; Solórzano & Yosso, 2001, 2004), I explore how high school Black males’ suggestions and ideas can be used to shift the current curricula to a curricula that is more culturally sustaining. I challenge deficit research on Black male learners by focusing on the educational successes of Black males. Methodologically, I utilize counterstorytelling (Delgado, 2017; Solórzano & Yosso, 2002) to illustrate the experiences of three academically successful high school Black males. Six findings emerged from this inquiry including: (1) Personal connections between participants and teachers encouraged academic success and engagement in the curriculum; (2) Curricular choice supports college and career readiness; (3) Participants used writing as an outlet to express themselves and to reflect on life; (4) The importance of teaching beyond the standardized history curriculum was voiced by some, but not all the participants; (5) The negative impact of majoritarian tales on Black male students’ beliefs about education was evident in the responses of the participants. (6) Participants used academic success strategically as a means of securing future success and as a counternarrative against majoritarian tales about Black males.
Turner, Kayla, "Counterstories of High School Black Males and their Experiences of the Mainstream Curricula" (2022). Electronic Theses and Dissertations. 2360.
Research Data and Supplementary Material