Examining Organizational Practices that Predict Persistence among High-Achieving Black Males in High School

Abstract

Background/Context This article summarizes an increasing trend of antideficit Black male research in mathematics and highlights opportunities to add to the research. A review of the literature shows that antideficit researchers often examine relationships between individual traits and persistence of high-achieving Black males in mathematics. However, opportunities for additional antideficit research include examining relationships between organizational decisions and persistence of high-achieving Black males. Research Question Which organizational practices predict persistence among Black males in 11th grade who have demonstrated high mathematics potential in ninth grade. Population Data from the High School Longitudinal Study of 2009 (HSLS:09) were used in this study to identify a national sample of high-achieving Black males. Publicly-available data from the base year (2009–2010) and the first follow-up year (2011–2012) were used in this study to examine Black male persistence in high achievement categories from ninth to 11th grades. The sample was limited to public school Black males with mathematics achievement scores in the top two national quintiles. More than 31,000 students (weighted estimates) met the study's requirements and were included in this study. Research Design Using optimal resource theory (Anderson, 2015), logistic and multiple regression was used to examine the relationships between school-based practices in ninth grade and student outcomes in 11th grade. Findings/Results Of the Black males who demonstrated high potential in ninth grade and matriculated to pre-calculus in 11th grade, 61% earned mathematics scores in the top 20%, nationally. Contrarily, only 18% of the Black males who demonstrated high potential in ninth grade, but did not matriculate to pre-calculus in 11th grade earned mathematics scores in the top 20%, nationally. Additionally, of the extracurricular activities that were examined, findings show that partnerships with community colleges and universities, science and mathematics guest speakers, and science/math-related field trips were related to increased mathematics efficacy after two years. Teacher sorting practices and professional development activities that were examined in this study were not reliably predictive of student outcomes. Conclusions/Recommendations This study uses national data to demonstrate that some common organizational practices are more beneficial to high-achieving Black males than others. In particular, this study highlights the importance of developing course progress monitoring and support plans to increase the likelihood of persistence—future high achievement and beliefs about ability—for Black males who have demonstrated high potential in ninth grade. Opportunities for future research are also discussed.

Examining Factors That Influence BIPOC Students’ Enrollment in STEM Postsecondary Majors

“…The literature repeats racial disparities in math and science preparation (Strayhorn et al, 2013;Tyson et al, 2007); studies describing the trajectories of BIPOC students in STEM fields find that math and science courses they take before starting college are relative to discipline disposition and future advanced performance (Young et al, 2017), test scores achievement (Anderson, 2016), career interests (Sadler et al, 2014), and college persistence (Foltz et al, 2014). Fouad and Santana (2017) conducted a meta-analysis of factors influencing choices, decision, and barriers experienced by female and BIPOC students in STEM disciplines, calling attention to their math and science preparation and success in middle and early high school levels.…”

“…Fouad and Santana (2017) conducted a meta-analysis of factors influencing choices, decision, and barriers experienced by female and BIPOC students in STEM disciplines, calling attention to their math and science preparation and success in middle and early high school levels. With strong evidence connecting STEM preparation, identity, engagement, and career pathway (Anderson, 2016;Palmer et al, 2011;Sadler et al, 2014;Wang, 2013;Young et al, 2017), engagement in high school math and science courses could provide key opportunities for BIPOC students to explore STEM interests and to strengthen a sense of efficacy from an early age.…”

The Power of Caring: Examining Black Male Students' Perspectives in Restorative Justice Community-Building Circles

“…Teachers who had high expectations influenced student learning because their instructional practices challenged students, while teachers with low expectations dummy down or water down their instructional practices. When students are supported by teachers and staff that care about them, it balances the whole child (Anderson, 2016;Muhammad, 2015). Rosenthal and Jacobson (1968) coined the term Pygmalion Effect.…”

Introducing the Predictors of Black Outcomes in STEM Survey (PBOSS): A Tool for Identifying and Cultivating STEM Talent

“…These findings complement findings, regarding tracking and under resourced schools, from a seminal book published in the 1980s (Oakes, 1985). Despite some of these barriers, practices that foster healthy academic identities and beliefs (McGee & Pearman, 2015), and school-university partnerships (Anderson, 2016) can enhance STEM outcomes for Black students.…”

“…Prior studies that addressed broadening participation of STEM students in general, and Black students specifically, have increased in recent years and include both quantitative and qualitative, as well as large and small studies. These studies vary from those that focus broadly on increasing the STEM participation pipeline through efforts to change the school culture for all students, to those that identify cognitive and noncognitive factors that broaden STEM participation by minorities at the high school and college levels (see Anderson, 2014Anderson, , 2016Doerschuk et al, 2016;Litzler, Samuelson, & Lorah, 2014;McGee & Pearman, 2015;Strayhorn, 2015). Schneider, Broda, Judy, and Burkander (2013) provide an example of an intervention strategy approach to increase college-going culture and STEM participation.…”