A Study Examining Contributing Factors That Impact the Persistence of African-American Girls Completing a 4-Year High School Program and Strategies for Improvement, 2019

Hope Harness, Latonya

2010-2019

The purpose of this mixed methodological study was to discover the possible causes of persistence for African-American high school girls attending a 4-year program in Mississippi. Currently there is a precise focus on African-American high school girls and the detrimental outcomes that follow as a consequence of behavioral referrals within schools. Unfortunately, the narrative of African-American high schools girls centers on discipline as a leading concern in their academic performances. This study sought to determine whether student perception of completing a 4-year high school program plays a significant role for African-American girls. Support systems of teachers towards high school African-American girls were assessed in consideration for the educational professionals and their influence to the academic advancement of students. Lastly, the social influences of social media were investigated as a contemporary factor for African- American girls considering completing a 4-year program. The consideration of organizational structures that are not conducive to the advancement of high school graduation is the primary discussion for educational leaders to evaluate. KEYWORDS: Educational Leadership

text

application/pdf

2019-05-20

dissertation

Doctor of Education (EdD)

Clark Atlanta University

Educational Leadership

Hill, Barbara
Teodorescu, Daniel
Henderson, Jacquita

Clark Atlanta University
Atlanta University Center Robert W. Woodruff Library

Georgia--Atlanta

http://hdl.handle.net/20.500.12322/cau.td:2019_harness_latonya_h