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University of Oklahoma Graduate College The View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by SHAREOK repository UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE THE BLACK SELF-DETERMINATION EXPERIENCE A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By CHAUNCEY DEMOND GOFF Norman, Oklahoma 2010 THE BLACK SELF-DETERMINATION EXPERIENCE A DISSERTATION APPROVED FOR THE DEPARTMENT OF EDUCATIONAL PSYCHOLOGY BY ___________________________ Dr. James E. Martin, Chair ___________________________ Dr. James E. Gardner ___________________________ Dr. George Henderson ___________________________ Dr. Dorscine Spigner-Littles ___________________________ Dr. Raymond B. Miller © Copyright by CHAUNCEY DEMOND GOFF 2010 All Rights Reserved. DEDICATION In memory of you, I lovingly dedicate this to me. ACKNOWLEDGEMENTS Acknowledging all those who assisted in this process would be virtually impossible, for there were individuals who offered kind words as I sat in a library, pumped gas, visited the writing center, etc. Thus, I ask that anyone who feels omitted understands that you have each been a part of the process and are now classics. I give all honor to God for without him none of this would be possible. I give honor to Robert and Lillie Goff, for without them, I would not be possible. I give honor to Aaron and Cameron Goff for all the inspiration they provided, as I sought to be your father. I give honor to Bigstuff for suggesting that I attend graduate school and informing me about its potential benefits. I give honor to my brother Cameron for helping me find me. I give honor to Wanda Taylor for giving me a place to sleep as I matured through college (Gaines says thanks for the cookies). I give honor to Wesley Long for the business card, books, and the key to my doctoral studies. I give honor to Dr. James and Mrs. Audrey Martin and daughters, Sarah and Rebekah for helping me find my own self-determination. I give honor to Dr. Dorscine Spigner-Littles for always believing in me. I give honor to Dr. George Henderson for always reminding me to tell my story. I give honor to Dr. James Gardner for helping me understand my voice and Dr. Raymond Miller for elevating my experience and research. I give honor to Dr. Martin Agran, a fellow English major, who reminded me that I would not lose me, or my voice in this process. I give honor to Dr. Michael Wehmeyer, a fellow Oklahoman, for showing me that it was okay to be me. To Karen, thanks for always being there. I give honor to Donna Willis, Marsha Dempsey, Nidal el-Kazimi, and Lee Woods for all your support, encouragement, and listening. iv Lastly and certainly not least, I give honor to Linda Gill for all the food and support and for constantly reminding me about the bridge I had to cross. I extend a special thanks to Quest, Wisdom, Perspective, Evolving, and Hatshepsut. The world may never know your true identities, but after our shared Black Self-Determination Experience, I sincerely hope you do. v TABLE OF CONTENTS ACKNOWLEDGEMENTS........................................................................... iv TABLE OF CONTENTS............................................................................... vi LIST OF TABLES......................................................................................... ix LIST OF FIGURES ....................................................................................... x ABSTRACT................................................................................................... xi CHAPTER ONE: Introduction ...................................................................... 1 Statement of Problem..................................................................................... 4 Specific Concern ........................................................................................... 7 Purpose .......................................................................................................... 7 Justification ................................................................................................... 8 General Areas of Inquiry .............................................................................. 8 Research Questions........................................................................................ 8 CHAPTER TWO: A Review of the Literature.............................................. 10 Defining Overrepresentation.......................................................................... 11 Transition Outcomes ..................................................................................... 23 Transition Outcomes of Students with MR ....................................... 31 Transition Outcomes of Students with EBDs .................................... 34 Transition Summary........................................................................... 37 Overrepresentation Perpetuators.................................................................... 38 Overrepresentation Perpetuators Summary ....................................... 65 Proposed Solutions ............................................................................ 67 Summary of The Black Students’ Special Education Overrepresentation .... 70 The Black Student’s Entrance into American History....................... 73 A Self-Fulfilling Prophecy Cycle ...................................................... 76 An Educational Self-Fulfilling Prophecy........................................... 87 The Burden of Acting White.......................................................................... 91 Self-hatred and the Burden of Acting White ..................................... 128 Goff, Martin, and Thomas (2007)...................................................... 128 My Burden of Acting White .............................................................. 140 Self-Determination......................................................................................... 149 Why Self-Determination? .................................................................. 203 Black Self-Determination .................................................................. 211 CHAPTER THREE: Methodology................................................................ 217 Recruitment.................................................................................................... 217 Participants..................................................................................................... 221 Setting ............................................................................................................ 227 Research Design............................................................................................. 228 Dependent Variables...................................................................................... 230 The Black Self-Determination Experience: Intervention and Procedures..... 242 The Black Self-Determination Experience: A Detailed Description............. 247 Instructional Fidelity...................................................................................... 264 vi Interobserver Agreement ............................................................................... 264 Social Validity .............................................................................................. 265 Data Analysis................................................................................................. 266 CHAPTER FOUR: Results ........................................................................... 269 Research Question 1: What Influences might the Black Self-Determination Experience have student content knowledge scores, as measured by Black Self-Determination Experience Content Knowledge pre and post Assessments? ............................................................................. 270 Research Question 2: What Influences might the Black Self-Determination Experience have on student self-determination Scores, as measured by the AIR Self-Determination Scale Student Form ......................... 273 Research Question 3: What Influences might the Black Self-Determination Experience have on student self-determination Scores, as measured by the AIR Self-Determination Scale Parent Form ........................... 280 Research Question 4: What Influence might the Black Self-Determination Experience have on student academic identities?.............................. 284 Research Question 5: How do students believe their Black Self- Determination Experience influenced their content knowledge scores? ................................................................................................ 286 Research Question 6: How do students believe their Black Self- Determination Experience influenced their self-determination scores? ................................................................................................ 294 Research Question 7: How do students believe their Black Self- Determination Experience influenced their academic identities?...... 298 Research Question 8: Why or why not do students believe other Black students should have the Black Self-Determination Experience? ..... 307 CHAPTER FIVE: Discussion........................................................................ 310 The Black Self-Determination Experience Contributions to Special Education ........................................................................................... 316 Conclusion ....................................................................................................
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