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Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI Universily Microtiims iiiioma'iona A Bt-'i & Howe" loforiT-aiior' Company 300 North Zeeo Roaa Ann Arbor Ml 4 6 ’06-i346 US3 313 7cO-4700 800 52' 0600 Order Number 9130587 Selected academic motivators of selected black high school males Williams, James Arthur, Sr., Ph.D. The Ohio State University, 1991 Copyright ©1991 by Williams, James Arthur, Sr. All rights reserved. UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 SELECTED ACADEMIC MOTIVATORS OF SELECTED BLACK HIGH SCHOOL MALES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By James Arthur Williams, Sr., B.S., M.A. ***** The Ohio State University 1991 Dissertation Committee: Approved by Dr Walter G. Hack Dr. William Moore College of Education Dr. William W. Wayson Copyright by James Arthur Williams, Sr. 1991 To My Mother and Margaret Beatrice Butcher - A Principal 11 ACKNOWLEDGMENTS One does not live to be fifty years old without many people touching their life. This acknowledgement is to just a few of the many who have made a difference in my life. I express sincere appreciation to Dr. Walter Hack for his guidance and support through many years. Thanks to other members of my advisory committee, Drs. William Moore, William W. Wayson, and Virgil Blanke for their encouragement and comments. A special thanks to members of my generals committee, Drs. Luverne Cunningham, Leonard Hawes, and Lonnie Wagstaff. Thanks Lonnie H. Wagstaff, you have been a major influence in my life. Bertha Padgett, thank you. To Dr. Martina Matthews, at last. To my children, Algenia, James, and Byron, thank you for understanding. Thank you former teachers, Mrs. Miles, Mrs. Beckley, Mr. Burke, Mr. Campbell, and Dr. Brown. They taught me to strive for excellence. Dr. Evelyn Young, your assistance was invaluable. Ella, your nephew made it. Grandma, I miss you-this is to the glory of God. To my Englewood High School family, I love you. Betty and Juliette, you taught me more than you will ever know. Finally, I thank the Administration of the Duval County Public Schools in Jacksonville, Florida for providing me an opportunity to continue learning. Finally, thanks Jewellyn DeSello. iii VITA July 3, 1 9 4 1 .................... Born - Washington, D.C. 1972 .............................B. S., D.C. Teachers' College, Washington, D.C. 1973 .............................M.A., The Ohio State University, Columbus, Ohio 1973-1975........................ Administrator, D.C. Public Schools, Washington, D.C. 1975-7 6 ........................ Administrator, Delaware City Schools, Delaware, Ohio 1976-1977 ........................ Academic Adviser, University College, The Ohio State University, Columbus, Ohio 1977-1979 ........................ Consultant, The Ohio Department of Education, Columbus, Ohio 1979-Present .................... Administrator, Duval County Public Schools, Jacksonville, Florida FIELDS OF STUDY Major Field: Education Studies in Organizational Communications Dr. Leonard C. Hawes IV Table of Contents ACKNOWLEDGMENTS ..................................... iii VITA ................................................. iv LIST OF F I G U R E S ......................................... vii CHAPTER PAGE I. INTRODUCTION ..................................... 1 Introduction ............................... 1 Black Student Academic Performance ........ 3 Statement of the Problem .................. 6 Specific Problem ........................... 6 Major Research Questions .................. 7 Limitations of the Study .................. 7 Definition of Terms ......................... 9 Significance of the Study .................. 9 S u m m a r y ..................................... 10 II. REVIEW OF RELATED LITERATURE .................... 12 Introduction ............................... 12 Academic Performance ....................... 16 Significant Other and Control of the Environment ........................... 17 Discrepancies between Word and D e e d ........ 20 Legacy of R a c i s m ........................... 21 Elements of Motivation .................... 22 Need Theories of Motivation................ 23 The Need for S e l f - E s t e e m .................. 26 The Need for Meaning and Competence......... 27 The Need for A c h i e v e m e n t .................. 30 S u m m a r y ..................................... 34 III. RESEARCH D E S I G N ................................... 36 Selection of Research S i t e ..................... 40 Selection of Subjects ....................... 41 P r o c e d u r e s ................................. 41 S umm a r y ..................................... 49 IV. PRESENTATION AND ANALYSIS OF D A T A .............. 50 Introduction ............................... 50 Data Collection............................. 51 V The Setting................................. 53 HARRY ................................. 55 BOB ................................... 64 MELVIN ................................. 75 CHUCK ................................. 83 RALPH ................................. 90 STEADMAN............................... 99 LARRY ............................... 106 MATTHEW ............................. 113 EARL ................................. 122 GARY ................................. 128 Group Reality-Check...................... 135 S u m m a r y ................................... 140 V. FINDINGS AND C O N C L U S I O N S .................... 143 Introduction ............................. 143 Academic Motivators ...................... 143 Significant Others ...................... 145 Peer Influence .......................... 147 Teacher Behavior and Student Self-Esteem . 149 Control Over the E n v i r o n m e n t ............ 152 Probability of Success or Failure ......... 153 Conclusions............................... 156 Implications for Educational Administration 159 Recommendations for Further Research...........162 SELECTED REFERENCES ................................. 164 VI LIST OF FIGURES FIGURES PAGE 1. Harry’s course grades ......................... 61 2. Bob's course grades ........................... 73 3. Melvin's course grades ....................... 80 4. Chuck's course grades ......................... 88 5. Ralph's course grades ......................... 97 6. Steadman's course grades ..................... 103 7. Larry's course grades ......................... 112 8. Matthew's course grades ....................... 120 9. Earl's course grades ......................... 125 10. Gary's course grades ........................... 134 Vll CHAPTER I INTRODUCTION Introduction "The educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a nation and a people" (Gardner, 1983, p.5). This statement is directed, in general, toward primary and secondary education in the United States. It does not reflect that scores on national standardized tests are improving for blacks at a rate faster than that of whites. Notwithstanding, the performance gap’’ that remains between the scores of black and white students threatens the social and economic future of America (Gibbs, 1988), generally, and black Americans, specifically. In addition, the performance gap may, if one chooses, provide justification for a belief in the cognitive inferiority of blacks. It also may influence feelings of self doubt in some blacks. ^ The term "academic performance gap" is primarily used in this study to refer to the racial differences in scores on standardized test, e.g., Florida State Student Assessment Test, Stanford Achievement Test, Scholastic Aptitude, and the American College Test. It is not the purpose of this study to question whether the tests are biased or not, as important as that might be. 2 If the social and economic prospects of black Americans are to improve, then, "the development of the mind holds the greatest promise for the advancement of black people. If the mind is educationally undernourished, the person is underdeveloped" (Alexander & Royster, 1984, p.5). If the person is underdeveloped, then s/he may be unable to contribute to society. American society has evolved into a highly

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