A Descriptive Analysis of Selected Reactive Attachment Disorder (Rad)-Related Factors: A Case Analysis of RAD’s Possible Influence on Selected Black High School Males’ Academic Progress
Do stereotypes about Black males continue to be influenced by White fears and attitudes toward their physical characteristics of masculinity or intuitiveness? Recent reports have exposed the divide between Black and White males with respect to hyper-disciplinary actions and achievement. Selected literature on Black males suggest that high suspension rates and aggravated policing contribute to the social, emotional, behavioral, and cognitive performance of Black males in high school. According to Lynn, Bacon, Totten, Bridges, and Jennings (2010), “Black students across the state account for 37% of the school-age student population, yet they make up 54% of all school suspensions and 40% of those receiving special education services” (p. 292). Balingit (2018) proposed that schools with a high concentration of minority and poor populations are much more likely to subject these students to harsher disciplinary practices than any other ethnic group. Therefore, Black males experience excessive suspension, expulsion, and judicial involvement because of their ethnicity and presumed assumptions around their behavioral characteristics. Selected literature goes on to suggest that there is a psychological correlation that links personal experiences and disciplinary practices that exclude Black males from the school environment; which are present in racial micro-aggression that affect academic and social engagement of these students. These factors relate to components that are apparent in Reactive Attachment Disorder (RAD) and has the potential to promote or impede the academic progress of Black male students high school. Selected literature continues to acknowledge that children from lower income families are distracted and are less likely to be interested in their academic growth due to inequity of both Historical and Intergenerational Trauma that dissipates attributes associated with Reactive Attachment Disorder (DeGury, 2017; Gabriel, 2006; Talvi, 2006). The researcher proposed to investigate the implications of Reactive Attachment Disorder’s (RAD) influence on the selected population of Black males age 18 and older at purposefully selected Title I schools in North Carolina. This mixed methodological sequential approach utilized the T-BRASDI survey instrument to explore the components of RAD. The validity and reliability statistical measures in Cronbach’s alpha rating of over 90% was selected and the constructs were used to inform the development of the qualitative questions for the interview protocol for this study. The researcher of this dissertation proposed a mixed methodology for the research data collection and analyses (QUAN-QUAL [HIGH SCHOOL MALE PARTICIPANTS] + QUAL [ADMINISTRATORS SURVEY QUESTIONS]). The research sought to collect the rating of the T-BRADSI from the selected population. The research also sought to use the constructs to interview administrators in the setting in an attempt to obtain data related to techniques utilized to support the success of Black males in the high school settings. Key Words: Disconnected, Dehumanize, Hyper-Discipline, Intergenerational Trauma, Menace, Zero Tolerance; Reactive Attachment Disorder; Title I Schools.
Education|Behavioral psychology|Black studies
Williams, Cotelia, "A Descriptive Analysis of Selected Reactive Attachment Disorder (Rad)-Related Factors: A Case Analysis of RAD’s Possible Influence on Selected Black High School Males’ Academic Progress" (2019). ETD Collection for Fayetteville State University. AAI28943435.