Date Approved

2016

Degree Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department or School

Leadership and Counseling

Committee Member

James Barott, Ph.D.

Committee Member

Barbara Bleyart, Ed.D.

Committee Member

Ronald Flowers, Ed.D.

Committee Member

John Palladino, Ph.D.

Abstract

The purpose of this study was to understand the persisting disparity in academic achievement between Caucasian and African American students within the Ann Arbor Public School District. This research analyzed the historical and geographical evolution of the city of Ann Arbor, specific to the organization of its public schools. This study sought to define the dominant cultural groups of Ann Arbor, how they evolved, as well as how they migrated to the region. In addition, a critical component of this study was to explain the relationship between the cultural geography of Ann Arbor and structure of the school organization, which is significant to the persisting disparity in academic achievement among Caucasian and African American students. The findings of this research reveal the historical evolution of a dominant, New England cultural group, which has evolved since the settlement of Ann Arbor in 1824. Over time, the cultural geography of Ann Arbor has shifted, resulting in the relocation of subcultures and directly influencing the school organization and academic programming. The present service delivery model offered by the Ann Arbor Public School District has shifted from previously segregated schools to an internally segregated academic model. This study examines the historical influences of Ann Arbor, specific to the structure and organization of the current Ann Arbor Public School District. The findings of this research support that the dominant New England cultural group initially organized the Ann Arbor Public Schools to support and advance members from within this cultural group into professional positions within the community. The findings also reveal the challenges encountered by other cultural groups in attaining similar outcomes through the school organization.

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