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An Examination of the Effective Approaches, Adaptations and Improvisational Elements in Closing the Excellence Gap for Black Students

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An Examination of the Effective Approaches, Adaptations and Improvisational Elements in Closing the Excellence Gap for Black Students (RE)INSCRIBING MEANING: AN EXAMINATION OF THE EFFECTIVE APPROACHES, ADAPTATIONS AND IMPROVISATIONAL ELEMENTS IN CLOSING THE EXCELLENCE GAP FOR BLACK STUDENTS A Thesis Submitted to The Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY by Amy Oppong Yeboah May 2013 Committee Members: Dr. Abu Abarry, Chair, African American Studies, Temple University Dr. Nathaniel Norment, Jr., African American Studies, Temple University Dr. Edward Lama Wonkeryor, African American Studies, Temple University Dr. Valethia Watkins, External Reader, Afro-American Studies, Howard University © Copyright 2013 by Amy Oppong Yeboah All Rights Reserved i ABSTRACT (RE)INSCRIBING MEANING: AN EXAMINATION OF THE EFFECTIVE APPROACHES, ADAPTATIONS AND IMPROVISATIONAL ELEMENTS IN CLOSING THE EXCELLENCE GAP FOR BLACK STUDENTS Amy Oppong Yeboah Doctor of Philosophy Temple University, May, 2013 Doctoral Committee Chair: Abu Abarry, Ph.D. From great African nations like the Ancient Kemites, Akan and Gikuyu, the world witnessed the development of the most powerful social structures, governance systems, ground breaking innovations in science and technology, and systems of thought that still exist today. Hence, in looking at the low performance levels of Black students today, the question becomes, how do the descendants of those who created writing, mathematics, and science; and then in the face of episodic disruptions laid their lives on the line to read, write, and built public schools, Sabbath schools, and Historically Black Colleges and Universities, close the excellence gap between their actual performance and deeply rooted cultural expectations? The present study reviews the essential questions and proposed solutions for closing the excellence gap that have been offered by previous generations of scholars. Africana Studies methodological framing questions were used to examine the long-view experiences of African people as well as a three tier critical ethnographic research methods approach. The study revealed that Black students gained a level of excellence in the face of disruption through: (1) Collective Training, (2) Spiritual and Moral Balance, and (3) Content Mastery. The prerequisite for sustaining educational excellence was found to be in the individual roles female and male representatives play as ii the primary educators of Black children. Secondly, nurturing a sense of identity through a spiritual understanding of social order and moral responsibility to the collective is also a requirement. Nevertheless, what unites and emerges as the chief element is content mastery. The ability to retain and keep content through listening and reading; and present a level of mastery on that information through speaking, writing and action to solve problems, completes the reciprocal process of educational excellence. iii ACKNOWLEDGMENTS To the Creator, who goes by many names, Sun, Ra, Onyame, A dani wa ye, NGAI… “Now to Him who is able to keep me from stumbling. And present me faultless, before the presence of His glory with exceeding joy. To God my Savior, Who alone is wise, Be glory and majesty, dominion and power, both now and forever.” Jude 1:24 -25 You truly looked beyond all my faults, to get this far. I give all glory and honor to my Lord and Savior Jesus Christ. To my parents, Amma Boatemma Oduko (Esther) and Kwabena Oppong (Samuel), my sisters, Yaw Oppong (Deniece), Penny Abena Oppong (Doreen), and Kakra Abena Oppong (Lauren) who prayed for me more than I prayed for myself, thank you and I love you all. The best is yet to come. To my Philadelphia Freedom School family I thank you. For six years, I held a collective voice with a group of “unapologetic” Black Folk like Bro. Sedrick Miles, Dr. Greg Carr, Bro. Anyabwile Love, Sis. Dana King, Dr. Kelli Sparrow, Sis. Elizabeth Walker, Sis. Christina Osborne, Sis. Mistina Osborne, Sis. Amirah Heath, Sis. Ashley Session, Sis. Sheneese Thompson, Sis. Ansharaye Hines, Sis. Duperly Giron Hadrick, Sis. Ciera Robinson, Bro. Draymond Jones, and Bro. Aaron Johnson who brought me to an intense and electric level of consciousness. I thank you all, the William Still and Fannie Lou Hamer Trainers, scholars and parents who worked collectively to create a “physically and emotionally safe learning environments where children and adults integrate a love for iv reading and math with cultural democracy, intergenerational leadership and familial alliances.” Many have moved on, but the cultural unity of “We” in the interrelated and interconnected sense shall always remain. Freedom Schoooooooool. In the Department of African American Studies at Temple University under the leadership of Dr. Nathaniel Norment and Dr. Abu Abarry, the fellowship of Anyabwile Love, Heru Setepenra Heq-m-Ta, Josh Myers, and Stephanie Tisdale, the support of Tammey Abner and Stephanie Tschanz LeVan, and the love of the graduate and undergraduate students, I was truly allowed to grow. As we celebrate 25 years, let us remember, “If you want to go quickly, go alone. If you want to go far, go together.” To the Association for the Study of Classical African Civilizations, I am thankful that over 30 years ago a group of African elders thought it not robbery to convene and create this dynamic organization I am a member of today. To Dr. Carr you will always be my Jenga and master teacher. To Dr. Mario Beatty a man whose ba speaks louder than his verbal words, thank you. To Dr. Valethia Watkins I am honored to know and work with you personally, but to also be exposed to your intellectual brilliance means so much. To Bro. Ron and the Mid-Atlantic Region thank you for always calling on me, because you believed in my work. We are truly building for eternity. To Professors Dana King and Louis Massiah thank you for pushing me to go beyond the limits of dissertation research. To Dr. Donna Marie Peters, Pam Austin, Cynthia Harmon- Williams, and Taj Chrisp, ain't nothin to it but to do it. Thank you. v To my colleagues Anyabwile Love, Shaun Ossei-Owusu, Brittany Battle, Sahar Sadeghi, Castro, Heru Setepenra Heq-m-Ta we truly are the next generation of scholars we have been waiting for. To Bright Hope Baptist church Pastor Kevin and First Lady Kimya Johnson, Sis. Shirley Sharpe, Sis. Lillian Jones, Sis. Jamila Davis, Sis. Belinda Hicks, Sis. Deni Goss, Dea. Dr. Stephanie Childs, Dea. Ken Frieson, Tr. Kali Rhodes, Dss. Mamie Brooks, Dea. Iris Roundtree (stop crying), Dea. Connie Scott, Tr. Denise Ray-Shields (My favorite Trustee), Dea. Darby, Dea. Ernie Wright, Dea. John and Dss. Joan Grinnage (My boss), the entire Board of Deacons, Trustees, the leaders and congregation I thank you for praying, watching over, feeding and pushing me to go BIG for God. To Rev. Mama Marshall and Papa Marshall and Pastor Omari and Natalie Hughes, thank you for providing me with the strength to develop the spiritual vision to do what I was called to do. Through this entire process, I have endured to maintain my integrity, and not compromise even the smallest representation of who I am as a child of God, daughter, sister and scholar. I am not perfect, nor is my work. Yet, like Paul, “I have fought the good fight, I have finished the race, I have kept the faith.” 2 Timothy 4:7. If I please God, it doesn’t matter who I displease. And if I displease God, it doesn’t matter whom I please. — Rev. Carmen C. Marshall vi Dedicated to Nana Salome Amoakaa Nana James Kwame Oduko Nana Kwame Frimpong Deacon Herbert Holmes, Sr. Willis “Cuz” Nanka-Bruce vii TABLE OF CONTENTS PAGE ABSTRACT……………………………………………………………………… iii ACKNOWLEDGEMENTS……………………………………………………… v LIST OF TABLES……………………………………………………………….. xi LIST OF FIGURES………………………………………………………………. xii CHAPTER 1: INTRODUCTION 1.1 The Background: African Antecedents……………………........... 1 1.2 Approaches, Adaptations and Improvisational Elements to Episodic Disruptions………………………..…......... 3 1.3 Statement of Problem…………………………………………….. 12 1.4 Purpose of Study and Research Questions……………………….. 18 1.5 Significance of Study…………………………………………….. 22 1.6 Chapter Summaries………………………………………………. 23 1.7 Definition of Key Terms………………………………………..... 25 CHAPTER 2: REVIEW OF LITERATURE 2.1 Introduction…………………………………………………….… 27 2.2 What is the Educational Gap? ….…............................................... 28 2.3 Who is to Blame for the Educational Gap? …………………….... 35 2.4 The Excellence Gap……………………………………………… 51 viii CHAPTER 3: RESEARCH APPROACH 3.1 Introduction………………………………………..……………... 57 3.2 The Rationale…………………………………………………….. 58 3.3 Methodology: Theoretical Framework .…………………….…… 59 3.4 Methods: The Tools……………………………..……………….. 68 3.5 Limitations of Study………………….…………...………..……. 78 CHAPTER 4: COLLECTIVE TRAINING 4.1 Introduction………………………………………………………. 79 4.2 Female Representatives………………………..…………………. 80 4.3 Male Representatives………………………..……………………. 97 4.4 The Collective………………………..…………………………… 106 CHAPER 5: SPIRITUAL AND MORAL BALANCE 5.1 Introduction ………………….……..……………………………. 120 5.2 Spiritual Social Order ………..………………..…………………. 121 5.3 Moral Responsibility ……...…………………..…………………. 138 CHAPTER 6: CONTENT MASTERY 6.1 Introduction ………………………………..……..……………… 151 6.2 Content: Listening, Reading & Keeping……………..…………… 151 6.3 Mastery: Speaking, Writing & Acting ………………………..….. 165 ix CHAPTER 7: CONCLUSION 7.1 Summary of Findings……………………………………………… 176 7.2 Implications for Further Study……………………………………. 183 REFERENCES………………………………………………………………….... 186 APPENDICES Appendix A: Certification of Approval for a Project Involving Human Subjects……………………………………………………………….
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