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dc.contributor.authorMunoz, Danielle Dolores
dc.date.accessioned2014-03-03T21:25:30Z
dc.date.available2014-03-03T21:25:30Z
dc.date.issued2004-08
dc.identifier.othermunoz_danielle_d_200408_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/munoz_danielle_d_200408_ma
dc.identifier.urihttp://hdl.handle.net/10724/21914
dc.description.abstractThe purpose of this study was to give a purposefully selected group of African American males a voice in the discourse on the persistent school failure that has plagued African American students for decades. Conversations centered on language use, discipline, and cultural differences between he students and school personnel. A review of the extant literature was conducted to create a paradigm in which to place the comments of the students. Interviews with eight African American male students were conducted, tape-recorded, and transcribed for analysis. Once transcribed, the interviews were compared and common themes determined. These themes were then compared with the literature to determine points of agreement and conflict. This comparison revealed multiple points of both agreement and conflict between the extant literature and the information gleaned from the interviews.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectAfrican American
dc.subjectAfrican American English
dc.subjectschool failure
dc.subjectAfrican American culture
dc.subjectdiscipline
dc.titleThe educational experiences of a sample of African American males in Georgia public schools
dc.typeThesis
dc.description.degreeMA
dc.description.departmentSpecial Education
dc.description.majorSpecial Education
dc.description.advisorShanna Burke
dc.description.committeeShanna Burke
dc.description.committeeCecil Fore
dc.description.committeeDerrick Alridge


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