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© 2012 Katrina Bassam Halasa All Rights Reserved © 2012 KATRINA BASSAM HALASA ALL RIGHTS RESERVED THE ORAL HISTORIES OF SIX AFRICAN AMERICAN MALES IN THEIR ECOLOGY OF ADVANCED PLACEMENT BIOLOGY A Dissertation Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Katrina Bassam Halasa May, 2012 THE ORAL HISTORIES OF SIX AFRICAN AMERICAN MALES IN THEIR ECOLOGY OF ADVANCED PLACEMENT BIOLOGY Katrina Bassam Halasa Dissertation Approved: Accepted: ________________________________ _________________________________ Advisor Department Chair Dr. Francis S. Broadway Dr. Evonn Welton ________________________________ _________________________________ Committee Member Dean of the College Dr. Stephen H. Aby Dr. Mark D. Shermis ________________________________ _________________________________ Committee Member Dean of the Graduate School Dr. Harold M. Foster Dr. George R. Newkome ________________________________ _________________________________ Committee Member Date Dr. Kathleen Sparrow ________________________________ Committee Member Dr. Zachery R. Williams ii ABSTRACT The major purpose of this qualitative study was to examine the past in order to understand the complex phenomenon of students engaging in science (Newman, Ridenour, Newman, & DeMarco, 2003) specifically through the oral histories of six self- identified African American males enrolled in a high school Advanced Placement Biology class and the oral histories about events that followed during their post high school experiences. To elucidate an understanding of this phenomenon, this research explored the ecology of African American males’ descriptions of their school science, their peer school science community, their lived experiences during and after graduation, and their meso-community (Bronfenbrenner, 1979). Many minority and low-income students are less likely to enroll in rigorous courses during high school (Education Trust, 2006). This study is of utmost importance because capturing the informants’ oral histories may improve rigorous science education. Many African American male students are attending urban schools with an ever growing achievement gap among their White counterparts (Norman, Ault, Bentz, & Meskimen, 2001); therefore, they are disengaging in science. As a result, African American males are underrepresented in both science careers and achievements in science (Atwater, 2000; National Science Foundation, 1994). iii The six oral histories highlighted the ecological factors that affected African American males regarding (1) the impact of their relationship with their mothers, (2) the understanding of personal responsibility, (3) the notion of a scientist, (4) the issue of gender being more of an obstacle than race, (5) the understanding that education is valuable, (6) the interactions and influence of relationships with others on their decisions, (7) the development of integrity through the participation in sports, (8) the ecological neighborhood environment influences an image, (9) the enrollment of Advanced Placement Biology course helped the transition into higher education (10) the issue of race as it surfaced in their ecological environment, (11) the individual’s personal effort determines their outcomes, (12) the need for recognition of internal satisfaction, (13) the role of portraying a hero, (14) the ideology of knowing yourself and your limits, (15) the issue of race was prevalent in both personal and public life, and (16) learning is interactive. iv DEDICATION I dedicate this work to my students’ voices of the past, the present, and the future, in particular: Earl, Anthony, William, Diamond, Donte and Gerald. To the little girl’s voice during a night meditation that echoed “Mommy I miss you!” To my devoted parents Bassam and Raghda Halasa who are my teachers, protectors, and unfailing support system of life. To my sisters Natasha, Dema and Reem who se successes are my heart beats and their unconditional support is priceless. To my brother-in-law Rick Esper, both my niece Catherine and nephew Anthony Esper. Serenity Prayer God grant me the serenity to accept the things I cannot change; courage to change the things I can; and wisdom to know the difference. v ACKNOWLEDGEMENTS I would sincerely like to thank the following people for being the catalyst who lowered my activation energy to begin this 10 year journey: Dr. Ron McClendon who challenged my philosophy of education, Dr. Sharon Brooks who talked to me about the program, Dr. Harold M. Foster who sealed the deal for making me feel like family, the late Dr. Lathardus Goggins for providing seed money my first year, and Linda Kakish who advised me on choosing an advisor. My professors who taught me to find my own voice, the pedagogy, and tools to navigate through the research included: The University of Akron – Dr. Francis S. Broadway, Dr. Harold M. Foster, Dr. Susan N. Kushner-Benson, Dr. Huey-Li Li, and Dr. Isadore Newman; Kent State University – Dr. Matthew Weinstein, Dr. Wendy Sherman, and Dr. Andrew Gilbert. Thanks to all the amazing people who kept me going with encouraging words, making sure that my paperwork was correct, that the IRB was in order, the courses taken were correct, renewing my books and booking rooms for both proposal and defense: Bierce Library Staff: Don Appleby, John Ball, Theresa Boware, and Shelle Davis Curricular and Instruction Office: Valery DuBoise, Julie Harhay, Peggy McCann, Linda Malachin and Susan Wheeler Graduate Studies: Cynthia Wright Office of Instructional Technology & Support: Roberta Reese Institute for Teaching and Learning Office: Stefanie Shatrich Dean’s Office: Susan K. Hughes Graduate School Office: Heather Blake, Jessica Fritz, Leanne McNicholas, Michael Pennington, and Mary Samartgedes vi Registrar Office: Donna Borden, Ron Bowman and Shanon Satterfield Thank you Chris Martin for the hiccup in my program which enabled me to earn my Principalship Master’s Degree: Dr. Susan G. Clark and Ms. Patricia Raiff for taking a chance on me. The best memory was eating breakfast at Dodie’s Highland Cafe with Chris and Mark as we opened our praxis scores together and found out that we had actually passed. A special thank you to Mr. Larry Weigle for believing in me and allowing me to internship under his leadership during the 2003-2004 school year and for the many years prior unofficially. Thanks for remembering that you were not my boss after 4:30 p.m. I appreciated your proofreading my papers, taking a course with me, supporting my crazy ideas, and most of all becoming part of my family. Thanks to my Comprehensive Committee: Dr. Francis S. Broadway, Dr. Harold M. Foster, and Dr. Susan N. Kushner-Benson. My Proposal and Defense Committee: Dr. Francis S. Broadway, Dr. Stephen H. Aby, Dr. Harold M. Foster, Dr. Kathleen Sparrow, and Dr. Zachery R. Williams. In particular, Dr. Francis S. Broadway who provided me the freedom and the essentials I needed to continue on this path. Thank you for the gentle reminders that this is “your life” and I loved his gatherings with amazing meals. I appreciated the following people who supported me at my Defense: Jasmyne Anderson, Bassam and Raghda Halasa, Odeh Halaseh, Dr. Eugenia Johnson- Whitt and her mom Eula Frazier, Larry and Katie Weigle, Michael Wilson and Josh Wyatt. The team of people that came after the defense: Dr. Aimee Thomas with Katie and Marie Churparkoff and Dema Halasa Esper with Anthony Esper and Larrisa Brown. The people who were with me at the defense in spirit: Kimmy Aranki, Annmarie Crofoot, vii Karen Gegick, Karnyn Givens, Marni Halasa, Natasha Halasa, Reem Halasa, Cheryl Honaker, Dr. Victor M. Monroy, Sabrina Rusnak-Carlson, Susan Simpson, Penny Pletikapich, Julie Weigle, and David Whitt. My sincere appreciation to the following individuals that provide their time, encouragement and expertise: Dr. Aimee Thomas - for helping me survive Regression course, meeting with me early on at the library and coffee shops, your spiritual guidance, constant support and friendship My cousin Saleem Al Masarweh - who sat with me all summer to help during my comps and always wanting the best for his cousin My cousin “roomie” Luma Al Masarweh - who encouraged me all the way Bob Herceg - for being my first editor in my dissertation early on and constant supporter of all my ideas during our years working at North High School Vic Vella - for editing my dissertation in the second half Penny Pletikapich - for being an editor in my dissertation all the way through, believing in me since third grade, you are my family and most of all being the master teacher and role model for many Carolyn Tenney and Meighan Laughlin - for the transcribing my audio tapes Maul Halasa - for editing my narratives and dissertation and being my supporting God Mother in my endeavors Lisa Andrews - for organizing my references and helping me with the transition on my first year of the new job viii Ellen Wingate - for all the formatting, editing, and reminding me to enjoy the sunshine! (who was highly recommended by the late Dr. Deborah Houchins and my former high school English teacher Dr. Judith White) Jasmyne Anderson - for all the odds and ends, support and cheering me on Tasha Darbes -for being my friend, family and always believing in me Karnyn Givens - for being my sister, friend, colleague and moral support Katie Weigle - for being a little sister, friend and proof reading Mike Wilson - for reminding me this too shall pass, not to take life too seriously and fixing my leaky faucet Mary Stone - all the meals with Dr. Broadway at Louie’s Grill Caribou Crew - Mike, Brad, Jes, and Kristin for their kindness I would never have finished this work if it were not for my “coaches” Odeh Halaseh and Dr. Eugenia Johnson-Whitt for the countless days of constructive edits, support, laughter, pushing forward, and determination. Thank you for being permanent fixtures in my home. These are special supportive dissertation angels that entered at times when I was low: Jackie Krieger, Julie Weigle, Daisy Weigle, Maggie Weigle, Dr. Anoop Kristen, ACCESS Group, HIP Group, Kevin Stinson, Carol A. Dana, Carolyn Eastman, Dr. Morgan Greene, Dr.
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