| African-American adolescent male students often have the lowest mathematic performance as measured by standardize tests and classroom grades. The purpose of this mixed design study was to investigate whether the perceptions that African-American males students have of their teachers' pedagogy have any impact on African-American male students' mathematics self-efficacy and performance. This study seeks to contribute to current literature on the education of African-American male students.;Sixteen seventh grade students in a southeastern public k-8 school participated in this study. Data collection instruments were interviews, current and previous test scores, self-efficacy questionnaire, self-efficacy scale, and field notes. Pearson correlation coefficient was used to measure the relationship between the three variables: CRCT mathematics performance of African-American males, their reported self-efficacy scores, and their course grade.;Findings from this study found that while African-American males' self-efficacy scores and math grades are both significantly correlated with standardized test performance, self-efficacy scores are not significantly correlated with math course grades. It should also be noted that the research found that the participants who had a father residing in the home were reported the highest self-efficacy, math course grades, and standardized scores. Participants who did not have a father residing in the home performed poorly in mathematics. Since the effect of residential fathers on African-American male students' mathematics performance was not the initial focus of the study, it is highly recommended that additional research be conducted to explore the matter. |
