Date of Award

7-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Executive Leadership

First Supervisor

Dr. Anthony P. Chiarlitti

Second Supervisor

Dr. Arleen Hogan

Abstract

This dissertation investigated the impact of the 6–12 instructional school design on the self-efficacy of Black boys, utilizing the theoretical frameworks of Bandura's self-efficacy model and Yosso's community cultural wealth model. The research explored how this specialized school structure supports Black boys' academic achievement, aspirations, and resilience—addressing longstanding disparities in educational and social outcomes. Through qualitative interviews with Black male alumni of 6–12 school models, the study identified factors within the design that positively influence self-efficacy both within and beyond the classroom. Findings indicated that sustained relationships with supportive teachers, a keen sense of brotherhood among peers, and consistent engagement with families and communities contributed to a heightened belief in their ability to succeed. Alumni described affirming school environments, mentorship, and culturally responsive practices as essential to reinforcing their academic confidence and postsecondary readiness. Additionally, the 6–12 model nurtured forms of community cultural wealth—including aspirational, familial, and resistance capital—that helped participants navigate challenges and pursue long-term goals with clarity and confidence. This research addresses a gap in the literature concerning the intersection of instructional design and self-efficacy for Black boys. The findings offer practical insights into policy, leadership, and instructional practices that aim to foster equity and excellence in education. More broadly, the study contributes to advancing strategies that disrupt systemic inequities and center the lived experiences of Black boys in shaping pathways to success.

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