A CAUSAL COMPARITIVE ANALYSIS OF THE ACADEMIC SELF-EFFICACY OF

BLACK MALE HIGH SCHOOL STUDENTS TAUGHT BY A BLACK OR WHITE MALE

DOCTOR OF EDUCATION

XAVIER UNIVERSITY OF LOUISIANA

Division of Education and Counseling

ACKNOWLEDGMENT

I would like to thank God, for seeing me through this entire process. If it were not for him, there

is no way I would have been able to do this work. Secondly, I would like to thank my parents,

Joseph Jones Sr. and Stephanie Jones. It is because of you two that I am driven to this work. You

both pushed and made me believe that anything is possible, and it is because of that, I was able

to embark on this journey. To my sister, my confidant, my love, my heart, and my soul—Thank

You. There is no me, without you. To my Ridgegang family, thank you for taking me in at such a

vulnerable time and allowing me to focus strictly on this work, I appreciate and love you all so

much. To my KIPP New Orleans family, thank you for always supporting me and allowing me to

do this work. To my principal, Towana, I love you so much. Words cannot express my gratitude.

To my soulmate and friend Brandi Michelle, there’s been countless nights where you allowed me

my work is the best. Dr. David Robinson-Morris, you have no idea how much respect and

admiration I have for you! Thank you for both pushing and believing in me. Dr. Signal, since day

one, you accepted nothing but the best from me and for that I am extremely thankful. Lastly, to

believe in myself and for that I am grateful. There is no way I could have made it through this

journey without you and for that I am forever grateful to you.

A CAUSAL COMPARITIVE ANALYS IS OF THE ACADEMIC SELF-EFFICACY OF

BLACK MALE HIGH SCHOOL STUDENTS TAUGHT BY A BLACK OR WHITE MALE

by Joseph Jones Jr., Ed.D

efficacy among Black male students taught by a Black male teacher compared to the academic

self-efficacy of Black male students that are taught by a White male teacher. Academically,

efficacy of Black male students by comparing the academic self-efficacy of Black male students

taught by a Black male teacher compared to the academic self-efficacy of Black male students

taught by a White male teacher.

The study was guided by the following research question:

Is there a difference in the academic self-efficacy of Black male students taught by a Black male

teacher compared to the academic self-efficacy of Black male students taught by a White male

teacher.

ACKNOWLEDGMENT................................................................................................................ iv

Abstract ........................................................................................................................................... v

List of Tables .................................................................................................................................. x

CHAPTER ONE ............................................................................................................................. 1

CHAPTER TWO ............................................................................................................................ 9

LITERATURE REVIEW ............................................................................................................... 9

CHAPTER FOUR ......................................................................................................................... 28

FINDINGS .................................................................................................................................... 28

This study set out to understand whether or not Black male teachers have an impact of Black

male student’s academic self-efficacy. Specifically, the research will determine if there is a

difference in the academic self-efficacy of Black male students when taught by a Black male

teacher compared to Black male students taught by a White male teacher. To this end, the

research question and hypothesis are as follows:

self-efficacy compared to Black male students taught by a White male teacher.

Gafor and Ashraf’s (2006) adapted Academic Self-Efficacy Scale to measure Black male

students’ academic self-efficacy. The results of this test, which is a psychometric test that

measures self-efficacy on cognitive processes, was used to answer a question about Black male

student’s academic self-efficacy. Second, to determine the difference in Black male students’

academic self-efficacy, this study employed a causal comparative research design to compare the

differences in academic self-efficacy of Black male students taught by a Black male teacher to

Black male students who are taught by a White male teacher. The results of the research

approach will be used to test the hypotheses posed in this study. Figure 1 reflects the

Figure 1 Mediation Model:

gap in existing literature that examined the impact that Black male teachers have on Black male

students. While there is limited research on the positive impact that Black male teachers have on

Black male students (Graham & Erwin, 2011), this research focuses specifically on the

difference in Black male students’ academic self-efficacy when taught by a Black male teacher

compared to the academic self-efficacy of Black male students taught by a White male teacher.

Overview of Methodology

This study employed a sample of Black male high school seniors 18 years or older

currently enrolled in a high school mathematics class located in the Southeastern region of the

United States. Demographics questions included participants’ age, gender, race, and current

grade level. Academic self-efficacy was measured using an adapted form of Gafor and Ashraf’s

hypothesis is that Black male students have a higher mean score of academic self-efficacy when

taught by a Black male teacher compared to Black male students who are taught by a White male

teacher. To test the hypothesis, the researcher used a causal comparative research design.

Delimitations/Assumptions

that the students are enrolled in. This study surveyed 18-year-old senior high school students

enrolled in two mathematics classes in a public high school to determine the differences in Black

male student’s academic self-efficacy when taught by a Black male teacher to Black male

students who are taught by a White male teacher. With such a small sample size, results did not

fully identify the differences in academic self-efficacy. Additionally, participants of the study

were18-year-old seniors enrolled in schools in the Southeastern region of the United States.

Participants did not fully represent the entire Black male student population.

Definition of Terms

For this study, the following terms are defined:

White male teacher – A full time teacher who identifies as both White and Male.

Black male teacher– A full time teacher who identifies as both Black and Male.

Academic Self Efficacy – An individual’s belief that they can successfully attain a specific

academic task

Academic Achievement – A student’s success in reaching their educational outcomes. These

of confirming negative stereotypes

achievement of Black Male students was introduced. Also included, is the purpose and

significance that this research will have on closing the achievement gap. Through Albert

Bandura’s (1977) Self-Efficacy Theoretical Framework, this study explored the impact that

Black male teachers have on the academic-self efficacy of Black male students. Outlined in this

chapter is the research question, proposed methodology, and definition of specific terms. Also

included are the assumptions, delimitations, and limitations of the study.

Chapter two will provide relevant literature to the study that focuses on Black male

students, Black male teachers, Stereotype Threat Theory, and Self-Efficacy Theory. Chapter

Introduction

gap on Black male students (Ladson-Billings, 2006; Schott Foundation for Public Education,

2015). However, there is a gap in the literature regarding varying factors that have hindered

research focused on their application as it relates to Black male student’s academic self-efficacy.

Black Male Students and the Achievement Gap

Black male academic achievement, such as stereotype threat, cultural incongruence, and the lack

of Black male teachers (Milner, 2010; Rai & Kumar, 2017; Steele &Aronson, 1995). Due to

these barriers, Black male students are graduating at lower rates than their peers, are more likely

to be suspended or expelled, and score lower than their counterparts on standardized tests (Schott

Foundation for Public Education, 2015). Black males make up 15.4% of the national K-12 public

school population (Kena et al., 2014), yet they are more likely to be referred for special

education services (Blanchett, 2006; Ford & Moore, 2013), and are more likely to be suspended

achievement between disadvantaged minority students and their White counterparts (Ladson-

Billings, 2006). According to the National Education Association, indicators of the achievement

gap are performance on standardized tests (ACT), outcome attainments (e.g., high school

diploma), and grades (National Education Association, 2012).

school year, 17.6% of Black male students received out of school suspensions (Kena et al.,

2014). School suspensions are common discipline outcomes that aim to deter students from

exhibiting problem behaviors within the school setting. Black male suspensions were almost

twice the percentage of American/Indian/Alaska Native males (9.1%) and were more than twice

the percentage of White males (5%) (Kena et al., 2014). Noltemeyer, Ward, and Mcloughlin

(2015) found significant relationships between suspension rates and increases in student drop-out

rates. In an industry where 80% of the teaching workforce are White females, their conscious or

unconscious beliefs in negative stereotypes of Black male students has resulted in Black male

students being suspended/expelled at higher rates and referred to special education at higher rates

than their peers (Schott Foundation for Public Education, 2015).

performance (Noltemeyer et al., 2015). Chu and Ready (2018) tracked a group of students

throughout their high school career and revealed that suspended students were three times less

likely to pass math and English classes compared to semesters when they were not suspended.

For all students, out-of-school suspensions not only impacted their academic achievement but

also their ACFGR (Chu & Ready, 2018). This is a problem because this means that Black males

to no data on Black male ACT scores, on the 2017 ACT, there was a five-point gap in ACT

scores for Black students (17.1) compared to their White counterparts (22.4) (The National

Center for Educational Statistics, 2017). Representation in advanced placement courses is also an

indicator of the academic achievement that may impact the achievement gap. Often, Black

students are assigned to lower-level classes and underrepresented in Advanced Placement (AP)

and gifted classes (Corra, Carter, & Carter, 2011). However, Black females are more likely to

enroll in and take AP examinations than their male counterparts and have higher levels of college

enrollment than Black male students (Corra et al., 2011). Often, AP classes serve as

“gatekeepers” that either enhance or limit opportunities for students. Black male students are

often ineligible to these classes that provide rigorous instruction and prepare high school students

are more likely to succeed in and graduate from college.” In 2016, the National Center for

Educational Statistics reported that 31% of black males between the ages of 18-24 years old were

enrolled in 2-4-year colleges or universities (Kena et al., 2016). However, Black men graduate

from four-year programs in six years at a rate of 33% and from two-year programs in four years

Male students’ academic achievement. In this next section, a discussion of these factors will be

presented.

Stereotype Threat

Stereotype Threat. Stereotype Threat Theory originates from research conducted by Steele and

Aronson (1995) which explains how negative academic stereotypes impact Black students in

college. The current stereotypes that are affecting Black males is the notion that they are

unintelligent and lazy (Johnson, 2008). According to Steele and Aronson (1995), Stereotype

Threat is the risk of confirming or being at risk of confirming negative stereotypes about one's

identity group. For Black male students, stereotype threat may have negative impacts on

undermine the ability of Black male students to successfully matriculate and graduate with a

college degree. (Johnson-Ahorlu, 2013). This study examines if these same factors and effects

occur in high school Black male students. Stereotype Threat also has an effect on how Black

male students perform on standardized tests (Fischer, 2010). This same concept has been the

target of Black males throughout their school career.

Stereotype Threat hinders academic performance (Johnson-Ahorlu, 2013). According to

researchers “Students perform more poorly on academic tests when tested under stereotype

threatening conditions.” (Steele and Aronson, 1995). Steele, Spencer, and Aronson (2002)

believe that continuous exposure to stereotype threat can result in long-term disengagement.

Disengagement is the disinterest that happens when stereotype threat is activated. Continuous

disengagement results in disidentification in which individuals may devalue performance on

specific tasks (Hines, Rivadeneyra, & Zimmerman, 2014). Continued disidentification in any

task results in a holistic disbelief in a person’s ability to complete specific tasks. These findings

suggest that if Black male students are regularly threatened with the stereotype of being

academically inferior to their peers, ultimately, they will believe that they are, and their efforts

stereotype threat (Aronson, Fried, & Good, 2002; Steele, 1997; Osborne, 1999), there is also

research that explores methods to reduce stereotype threat. One method in particular involves

employing Black male teachers as role models for Black male students. According to Blanton,

Crocker, and Miller (2000), exposure to positive role models can improve academic

In a 2002 study conducted by Sirkel, results concluded that students with the same gender role

models at the beginning of the study performed better academically than students without a race

and gender matched role model. Additionally, research suggests that Black students who have

role models have higher educational aspirations, better grades, and higher persistence (Joyner,

2013, Smith, 2015).

Black Male Teachers

(Milner, 2016). Black male teachers make up only 2% of the teaching population (Milner, 2016).

The lack of Black male teachers in the United States is important because studies have shown

et al., 2002) For Black male students, those role models are Black male teachers, who

additionally, increase levels of academic self-efficacy.

Black male students and Black male teachers and to explore relevant literature related to the

research study. Within this literature review was an analysis and exploration of Bandura’s Self-

CHAPTER THREE

Introduction/Overview of Study/Organization of Chapter

This chapter will provide a rationale for the intended research design and methodology

for this study. Following this section, the chapter provides an explanation of the population of

students and sample chosen to participate in the study. It will describe the instrumentation used

worldviews as they relate to the selection of research methods because they will help to explain

the researcher’s rationale for the chosen research method. The following sections briefly outline

the major tenets of four worldviews and discusses the selection process for the research methods

for this study.

mixed methods were eliminated for three reasons. First, the study did not seek to understand the

perceptions or experiences of Black male students, an objective which requires open-ended

questions. second, qualitative methods yield results that are not intended to be generalized for a

population. Such results would not align with the primary objective of this study, which is to

determine whether or not there is a difference in the academic self-efficacy of Black male

students taught by a White male teacher. Third, because the study is not using a combination of

open-ended and closed-ended questions, a mixed methods approach was eliminated.

Research Approach

problem--poor educational outcomes for Black male students- the Pragmatic worldview is most

comparative design to determine if there is a difference in Black male students’ academic self-

efficacy when taught by a Black male teacher compared to Black male students who are taught

by a White male teacher.

dependent and independent variables after an action has occurred (Ragin & Zaret, 1983). For this

research, the independent variables are Black and White male teachers, the dependent variable is

Black male student’s academic self-efficacy. In order to minimize the effects of other variables,

the controls in this research are the student’s grade level, age range, and the course taught by the

teacher. Levels of academic self-efficacy when taught by a Black male teacher compared to

Black male students who are taught by a White male teacher was measured. To measure Black

Research Question (RQ1):

1.) Is there a difference in the academic self-efficacy of Black male students when taught by a

Black male teacher compared to the academic self-efficacy of Black male students taught by a

White male teacher?

Hypothesis

male students taught by a White male teacher, this study employs a causal comparative research

design to compare any difference that exist in the academic self-efficacy of Black male students

taught by a Black male teacher to Black male students who are taught by a White male teacher.

To test the hypotheses, the researcher utilized a causal comparative study to analyze whether a

difference exists in Black male students’ academic self-efficacy when taught by a Black male

teacher compared to Black male students’ academic self-efficacy when taught by a White male

teacher.

Population/Sampling

taught by a Black male teacher compared to the academic self-efficacy of Black male students

required to be 18 years or older to participate in the study. Individuals under the age of 18 years

old would not be able to participate because of the need for parental consent. In order to answer

the research question, a matching technique was utilized to select the sample. Matching is a

technique that researchers use to identify one or more characteristics and selects participants who

have these characteristics for both the control and the experimental group (Creswell, 2014). For

identified instructor of the same course. Both class classes are mathematics, senior level classes,

which is why 12

grade students were also chosen as a part of the sample.

Instrumentation

The survey instrumentation and questionnaire were provided to participants 18 years or

older enrolled in a senior level mathematics class taught by either a Black or White male teacher.

Prior to distribution, the research ensured the chosen teachers identified as either a White or

Black male teacher. To collect information from the participants, informed consent was obtained

using an approved written consent form signed by participants. A copy was provided to the

participants in the study. In order to identify the difference in Black male students’ academic

self-efficacy when taught by a Black male teacher compared to the academic self-efficacy of

utilized to collect academic self-efficacy data from the participants. Students reported their

confidence on a 40 item five-point Likert scale questionnaire, ranging from exactly true to

exactly false. A Likert scale is a construct, which is a five-point or seven-point scale that was

developed by psychologist Rensis Likert (Creswell, 2014). Typically, the choices range from

strongly agree to strongly disagree. For this study, the Gafor and Ashraf (2006) academic self-

Nearly true, Neutral, Nearly false, and Exactly false. Participants marked an “X” for his/her best

response. For the positive statements, five scores are provided: 5 points for exactly true, 4 points

for nearly true, 3 points for neutral, 2 points for nearly false, and 1 point for exactly false.

Negative statements were scored in reverse (Gafor & Ashraf, 2006).

Data Collection and Procedures

remained anonymous. After the researcher collected the names of the potential survey

participants, they were contacted in person and given a written document that explained the

study. Once consent was received, they were given a copy of the survey instrument.

dimensions of the construct (Gafor & Ashraf, 2006). Concurrent validity was assured against

The General Self-Efficacy scale used in Jerusalem and Schwarzer’s (1992) study. Reliability was

assured in Gafor and Ashraf’s (2006) study. Test-retest coefficient of correlation =.85 (N=30);

Split half-Reliability of the scale = .90 (N=370).

Data Analysis Procedures

two or more groups (Zhang & Liang, 2014). This test determines whether or not there is a

significant difference between groups based on their mean score (Salkind, 2010). For this study,

the two comparative samples are, Black male students taught by a Black male teacher and Black

male students taught by a White male teacher. Data cleaning was the first step in analyzing the

distribution of factors.

Conclusion

The goal of this chapter was to outline the research methodology used to answer the

presented research question and hypothesis. Included in this chapter is the research question,

hypothesis, rationale for design, sampling method chosen, and instrumentation used.

Additionally, a discussion of the research participants, data procedure and analysis was provided.

CHAPTER FOUR

Introduction

peers (Ford & Moore, 2013). Although school districts around the country have attempted to

close the achievement gap between Black male students and their classmates, Black male

efficacy of Black male students taught by a Black male teacher compared to the academic self-

efficacy of Black male students taught by a White male teacher. This study was conducted using

quantitative research study that entails distributing Gafor and Ashraf’s (2006) Academic Self-

Efficacy Scale to Black male high school students all 18 years or older, enrolled in two

Mathematics class taught by a Black male teacher or a White male teacher, to measure Black

male students’ academic self-efficacy to answer the following research question:

1.) Is there a difference in the academic self-efficacy of Black male students taught by a Black

male teacher compared to the academic self-effiacy of Black male students taught by a White

male teacher?

analysis will include the description of the population, description of the participants, the

statistical analysis, and procedures. The results of student’s responses to the following self-

efficacy dimensions of academic work of: Reading, Learning process, Comprehension, Memory,

Peer Relationship, Utilization of resources, Curricular Activities, Time Management, Teacher

Student relationship, Goal Orientation, Adjustment, and Examination were measured. Students

Ashraf (2006) academic self-efficacy survey. The instrument was internet-based and each

student was given a web address to access the survey to keep all the information confidential.

The target population for this research study consisted of Black male students, 18 years or older,

enrolled in a high school located in the southeastern region of the United States, who are in the

two same level mathematics class taught by either a Black male or a White male teacher. A

recruitment script was read to the target population (see Appendix A). As aforementioned, the

survey was housed online (www.surveymonkey.com/r/Academicselfefficacy). Data was

collected from 22 respondents and analyzed using SPSS (Statistical Package for Social

Sciences).

enrolled in the same level mathematics class taught by either a Black or White male teacher

(n=22). While serving in the role of a school administrator, the researcher accessed school data

to gather information about students. Participation in this study was 100% voluntary. The

research did not coerce students to participate in the study. The average response rate was 100%

for each question asked. The intervention group (n=12) consisted of 12 students who were

theoretical framework for this study, self-efficacy theory (Bandura, 1997), proposes that people

acquire new information through four main sources: a.) Mastery experiences b.) vicarious

experience c.) verbal persuasion, and d.) physiological states. Mastery experience refers to the

experience one attains when they take on a new task and succeed. Vicarious experience refers to

observing others such as role models perform activities successfully. Verbal persuasion refers to

regarded as role models and mentors. Additionally, Styles (2017) suggests that Black males in a

teaching role enhance Black male students’ academic development and their academic self-

efficacy.

vicarious experience. This study compared the academic self-efficacy of Black male students

taught by a Black male teacher compared to the academic self-efficacy of Black male students

taught by a White male teacher. It was hypothesized that Black male students taught by a Black

male teacher have a higher mean score of academic self-efficacy compared to Black male

students taught by a White male teacher. The study’s hypothesis was rejected as students taught

by a White male teacher reported a higher mean score (M=4.22) than Black male students taught

efficacy. The Black male teacher in this study was a first-year teacher compared to the White

male teacher who had sixteen years of experience.

Ability to Accomplish a Challenging Task

between the academic self-efficacy of Black male students taught by Black male teachers

scores of academic self-efficacy between both groups. Black male students taught by a White

male teacher reported a higher mean score (M=4.22) than Black male students taught by a Black

male teacher (M=3.33). The data suggest that students taught by a White male teacher were more

confident in accomplishing a challenging task compared to Black male students taught by a

Black male teacher. These results refute literature that suggest Black male students taught by a

Black male teacher would be more confident to attempt challenging tasks. However, what this

study did not take into account was the teacher’s years of experience impacting the academic

self-efficacy.

Years of Experience

Participants in this study that were taught by a Black male teacher had an overall mean

of 3.9750. Data from this study revealed that there was not a statistically significant difference

between that academic self-efficacy of Black male students taught by a White male teacher

compared to the academic self-efficacy of White male students taught by a Black male teacher.

In this study, both teachers taught the same mathematics course within the same high school.

Simpson (2015) analyzed students’ records from a North Carolina school district between the

years 2007-2011. Data from this research revealed that as teachers’ years of experience

increased, so did their ability to boost students’ test scores.

Based on their review of more than 30 studies, researchers Kini and Podolsky (2016)

concluded the following:

may potentially impact a student’s mean score of academic self-efficacy, one can assume that as

teachers’ years of experience increase so does their ability to execute the four main sources of

academic self-efficacy needed to increase a student’s academic self-efficacy.

value) between the three groups were .290 (p=.290), which indicated that there was not a

significant difference in student’s academic self-efficacy when years of experience was included

as a confounding variable.

Limitations

The limitations of this study were not within the researcher’s control. The limitations

were the research strategy and sample size. The research strategy had an impact on the findings

as it only focused on students’ mean score of academic self-efficacy when compared if they had

a White or Black male teacher. Although the research strategy allowed the researcher to answer

18 years or older. Another research should be conducted at multiple school sites, cities, states,

and multiple age groups to increase participation.

Recommendations for Policy, Practice, & Future Research 

classroom. Based upon the findings of this study there was a difference, but not a statistically

significant difference, in the mean score of academic self-efficacy of Black male students taught

by a Black male teacher compared to the academic self-efficacy of Black male students taught by

a White male teacher, and there was not a huge difference in the academic self-efficacy between

both groups. Although a teacher’s years of experience was not included in the study, research

conducted by Kraft and Paypay (2014) discusses the connection between years of experience and

students taught by a White male teacher with sixteen years of experience. This connects with

research conducted by (Irvine, 2003; Pabon et al., 2011; Blake et al., 2016) that discusses the

positive impact that Black male teachers have on Black male students. To that end, local, state,

and federal agencies should create policies to recruit and retain Black male teachers. Currently,

Black male teachers only make up 2% of the teaching population (Schott Report, 2015). To

Southeastern region of the United States, they recruit seniors from the local area to receive

financial support and resources from their school. Each candidate agrees to serve at least two

years as a teacher. Similar programs should exist for other 4-year colleges and universities in

urban and rural areas with an aim to increase the number of Black male students.

districts and teacher prep programs to discuss ways in which teachers can successfully impact

students’ academic self-efficacy in hopes of increasing their academic performance. In their

research, Robbins et al. (2004) found that academic self-efficacy and academic performance in

college were related. Additionally, research conducted by Mojavezi and Tamiz (2012) has

provided empirical evidence that links teacher self-efficacy to increased student outcomes.

confident in his or her ability to teach, there may be a potential positive impact on student

performance. According to Hattie (2012), collective teacher efficacy has the greatest impact on

student achievement. Administrators can build teacher self-efficacy by a.) empowering teachers

to take on leadership roles within the school and making them true stakeholders b.) providing

useful professional development that can build their effectiveness and c.) partnering novice

male teachers and Black male students to determine whether or not Black male students view

Black male teachers as mentors. Moreover, that same research should determine whether or not

those students who view Black male teachers as mentors have a higher mean score of academic

self-efficacy and academic performance. Lastly, based upon data from this study, a study that

explores the impact that years of teaching has on students’ self-efficacy should be explored to

determine if teachers’ experience increases students’ academic self-efficacy and performance.

Implications for Policy, Practice, and Future Research 

teachers were white, 9% were Hispanic, 7% were Black, and 2% were Asian, yet 45% of

students were White, 15% were Black, 29% were Hispanic, and 6% were Asian. In the United

students taught by a Black male teacher compared to Black male students taught by a White male

teacher, results showed that Black male teachers, however, still impact Black male students’

academic self-efficacy similar to that of a White male teacher. However, Black male students are

not recruited or retained at the same rate as White male teachers. School districts must develop

ways to recruit more minority teachers, specifically Black male teachers at the same rate as their

Conclusion

The academic achievement gap that exists between Black male students and their

academic peers must be addressed. Black male students are graduating at lower rates, they are

more likely to be suspended, and they are referred to special education services at higher rates

(Schott, 2015). Research suggests that one way to close the achievement gap for Black male

students is by increasing the number of Black male teachers (Pabon, Anderson & Kharem,

2011). Irvine (2003) discusses the positive impact that Black male teachers have on Black male

students. However, there is a gap in the literature that discusses the academic impact that Black

male teachers have on Black male students. Using Albert Bandura’s (1977) Self-Efficacy

Theoretical framework, it was the hope of the researcher to explore the impact that Black male

students. Since existing literature by DeFreitas and Bravo (2012) discusses the positive

relationship academic self-efficacy had on student performance, it was assumed that increased

academic self-efficacy would lead to increased student performance. Albert Bandura’s Self-

Efficacy Theory guided this study. The literature review provided information on the

achievement gap of Black male students, the impact that stereotype threat has on Black male

that emerged from the study indicated that there was not a statistically significant difference in

the academic self-efficacy of Black male students taught by a Black male teacher compared to

the academic self-efficacy of Black male students taught by a White male teacher. Other findings

that emerged were that students who had a white male teacher had a higher mean score of

academic self-efficacy. However, in the time management dimension of academic work, students

taught by the Black male teacher had a higher mean score. One factor that also emerged that may

have potentially impacted students’ academic self-efficacy was the teacher’s years of experience.

The Black male teacher was a first-year teacher while the White male teacher was in his

sixteenth year of teaching. Although students taught by a Black male teacher had a lower mean

score of academic self-efficacy, there was not a significant gap in academic self-efficacy when

Ultimately, this study provided a better understanding on the impact that Black male

teachers have on Black male students’ academic self-efficacy. It was the hope of this researcher

to find ways to close the achievement gap that exists for Black male students but also uncover

the positive academic impact that Black male teachers have on Black male students. If school

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APPENDIX A.

Background Information

Please fill in the appropriate response(s) for each item:

1. Age: _____

2. Gender: M___ F___

3. Ethnicity:

__Black or African American

__Asian American

__Native Hawaiian or Other Pacific islander

__Native American or Alaska Native

__Hispanic or Latino

Academic Self-Efficacy Scale-2006

Directions

13. It is difficult for me to read and understand the textbooks in English language. 

14. During examinations, I can recollect what I have learnt. 

15. Often I fail to comprehend the actual meaning of what I study. 

16. If taught, I can prepare my class notes neatly. 

17. I fail to find out time for learning in the midst of sundry chores. 

23. I experience that I am weak in understanding the classes of my teachers. 

24. I can develop the reading skill required to learn school subjects. 

25. When I study a new concept, I can’t recall the related knowledge from the earlier classes.

26. I can utilize the available library facility for my study. 

27. I observe that I fail to prepare my seminars and assignments in time. 

28. If I miss some classes for some reason, I can compensate the loss fairly well. 

29. I consider that I fail to develop a healthy relationship with my teachers. 

30. I am confident that I can perform well in competitive examinations. 

31. I can’t deal efficiently with the unexpected problems in my study. 

32. I can be calm at time of exam as I am conscious of my ability to learn. 

34. I can usually handle the disturbing situations in the study. 

35. If a sudden test is conducted for us without prior notice, I can answer it well. 

36. If I try, I can become one of the good grade holders. 

37. I can’t answer the questions which teachers ask me. 

38. I can score well in the short answer type questions. 