Graduation Year
2018
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Special Education
Major Professor
Brenda L. Walker, Ph.D., J.D.
Committee Member
Phyllis Jones, Ph.D.
Committee Member
Deirdre Cobb-Roberts, Ph.D.
Committee Member
Will Tyson, Ph.D.
Keywords
African American male, disability, DisCrit, resilience, self-determination
Abstract
African American males with disabilities meet challenges in K-12 public education and higher education. Educational practices often focus on a deficit interpretation of the abilities of African American males with disabilities. Educational stakeholders who do not reflect their layered identities of race, gender, ability, and socioeconomic status often make educational decisions for this student population. The purpose of this study is to include in the educational conversations the voice of an African American male with disabilities who experienced K-12 public education and higher education. Using narrative inquiry and analyzed through the lens of DisCrit, findings from the study revealed two themes that explain the participant’s lived experiences. Educational stakeholders and others who see themselves in the participant can learn valuable information from the participant's narrative.
Scholar Commons Citation
Holmes, Aisha, "Learning in the Margins: The Educational Experiences of an African American Male with Disabilities" (2018). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/7521
