ORCID

https://orcid.org/0009-0009-3795-5023

Date of Award

2025

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Education Specialties

First Advisor

Olivia Stewart

Second Advisor

Brett Blake

Abstract

This study investigated the literacy experiences of Black fathers and their recommendations for enhancing literacy instruction for Black male children from birth through Grade 12. Grounded in African American Male Theory, the research aimed to address knowledge gaps in understanding Black male literacy experiences and provide insights for improving Black male literacy education. Using participatory action research with an initial modified Delphi approach, the study gathered potential areas of consensus among Black fathers on essential curricular revisions to promote positive Black male literacies. Participants included a purposive sample of 10 Black fathers with Black sons from birth to adulthood. Through in-depth, semi-structured interviews, this qualitative Delphi phase captured rich, thematic insights into the fathers' experiences with literacy and their recommendations for instructional improvements. The significance of this study lies in its potential to inform educational policies and practices by advocating for culturally relevant literacy education tailored to Black males. Findings underscore the crucial role of black male involvement in black male literacies, the need for culturally responsive and relevant curricula, and the role of literacy in fostering critical thinking skills within broader societal contexts. This research contributes to the educational discourse by challenging deficit-based narratives about Black paternal involvement and promoting policies that value and incorporate Black fathers and shared cultural values in supporting academic success for black males.

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