A Narrative Inquiry to Explore the Experiences of African American Male Graduates from an Alternative Learning Program
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Spring 2021
Abstract
Decades after the historic ruling in Brown v. Board of Education, AAM students are not only performing poorly academically but are also dropping out of traditional high schools at an alarming rate and enrolling into Alternative Education (AE) or Alternative Learning Programs (ALP). Public education officials and policymakers were mandated to establish a system to help reduce the nation’s dropout crisis. The nation responded with three alternatives to help reduce the nation’s dropout crisis: the No Child Left Behind (NCLB) Act of 2001, ALPs, and Disciplinary Alternative Education Programs (DAEPs). Despite these instituted efforts, however, AAM students have become the nation’s new civil rights issue of the early 2000s. AAMs compared to all other segments of student groups are being referred to Alternative Education Programs (AEPs) and on to the school-to-prison pipeline. The inclusion of the voices of AAM students in the education reform process is long overdue to help discover a personal perspective of how to institute constructive change.
Advisor
Ray Thompson
Subject Categories
Education | Educational Administration and Supervision
Recommended Citation
CASTON I, JERRY C., "A Narrative Inquiry to Explore the Experiences of African American Male Graduates from an Alternative Learning Program" (2021). Electronic Theses & Dissertations. 255.
https://digitalcommons.tamuc.edu/etd/255
