Richard Abram II, Ed.D., Sarah J. Hicks, Ph.D.
Abstract
This study examined K–12 teacher–student relationships and instructional practices as perceived by Black males who had graduated college. Using a mixed-methods design, quantitative survey data (N = 55) and qualitative focus group interviews were analyzed to identify factors associated with educational persistence and success. Quantitative findings identified building relationships, engagement strategies, high expectations, and teacher closeness as highly valued characteristics associated with positive educational experiences. Qualitative findings emphasized supportive relationships, advocacy, cultural relevance, resilience, and interactive learning as influential factors in participants’ educational journeys. The integration of these findings informed the development of the R.E.A.C.H. Framework: Resilience Through Supportive Educator-Student Relationships, Engagement Through Interactive Learning, Advocacy Through Supportive Relationships, Cultural Relevance with Exposure to Diversity, and High Expectations with Personal Accountability. The findings contributed to understanding factors associated with Black male educational success and persistence.
Recommended Citation
Abram, R. II, & Hicks, S. (2026). Elevating excellence: An examination of k-12 teacher characteristics and instructional practices from the perspective of college graduated black men. Midwest Journal of Education, 3(2) 50-67. https://doi.org/10.69670/mje.3.2.4
DOI
Corresponding Author
Richard Abram II Ed.D., Adjunct Professor, Online Program
Rockhurst College of Art & Sciences
Email: [email protected]