Using semi-structured interviews, 15 African American men were interviewed with the goal of understanding factors that hinder African American males from completing a graduate social work degree (MSW). Afrocentricity theory, which gives authority to Black ideals and values, was used in this qualitative, exploratory study as a framework of organization. Important results fell under three major categories of isolation, racism, and social work curriculum. Statements from men such as “It's hard because people look at you as if you are speaking for everybody but you are speaking from your experience” describe isolation. The men also described racism in many scenarios, one in particular: “I was asked by one of my peers was I awarded advance standing because I was a minority.” In viewing the social work curriculum, some of the men thought, “The curriculum assumed I was female or white male.” Another obstacle shared by the men was financial hardships. Strengths emphasized in the men's statements were the need for support and mentorship. Implications of these findings coming from the respondents' comments suggest additional research and a more inclusive teaching as practice for the social work profession are needed.
EFFECTS OF EXPLICIT TIMING ON MATHEMATICS PROBLEM COMPLETION RATES IN AFRICAN-AMERICAN THIRD-GRADE ELEMENTARY STUDENTS
