The future of African American male students in special education: A Delphi study

The problem addressed in this study was that African American boys are overrepresented in K-12 special education. This research was framed with the cultural-ecological theory of African American student achievement. This study applied a modified Delphi technique to determine expert consensus on improving the future education of African American males. The overarching question for the study was, What pedagogical practices could be successfully applied to K--12 education to help reduce the number of African American boys in special education? The panel consisted of 26 experts from the fields of African American studies and special education. Data were collected through repeated surveys in three rounds. Experts reached consensus on 16 items categorized as causes, consequences, or solutions to the problem. Findings indicated viable solutions include teacher training of a culturally responsive pedagogy, improved home school communication, and more racially diverse educators. Children learn and function best when they have a strong foundation and feel valued. The experts agreed that high expectations, a culturally responsive pedagogy, and sustained mentorship form the foundation for building academic achievers. Further research looking at expectations and cultural awareness in the classroom and its impact on academic achievement for African American children is needed. The study provides educational leaders with feasible interventions that experts believe could promote widespread positive social change by increasing African American males' future academic success.