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Chapter 3: Methodology
Program
Include an in-depth discussion of the program to be evaluated. This includes an organizational history and description of services.
Participants. This section should include the following elements: (a) the target population or sample (to which it is hoped the findings will be applicable) should be defined, consistent with the Statement of the Problem and the Research Questions sections; (b) the population from which the sample will actually be drawn should be specified (this should also include demographic information such as age, gender, and ethnicity); and (c) procedures for selecting the sample should be outlined, including justification for the sampling method (i.e., sampling procedure).
Evaluation Model
Characterize the evaluation model to be used (noted in the literature review under Evaluation Framework) and how it specifically will be applied to the current study. This should include an in-depth discussion of the framework, the application specifically related to the program to be evaluated, and any modifications required to fit the current evaluation.
Instruments
This section will detail each data-collection instrument. The relevant information pertaining to each instrument should include (a) the source or developers of the instrument, (b) validity and reliability information, and (c) other salient information (e.g., number of items in each scale, subscales).
Procedures [Relevant subheadings pertaining to the evaluation model should be included in this section.]
Design. The appropriate design should be embedded within the evaluation model and is the actual structure or framework that provides the “when,” or time in which data will be collected (e.g., correlational approach with a predictive design). Include the relevant design or designs and data-collecting procedures for the primary and secondary phases of the evaluation. Specifically, the type of design should be written in the first sentences of this section, then followed up by the details of how the data will be collected (i.e., the methodological steps). Write this section in future tense. Convert to past tense where appropriate once data have been collected. The Procedures section is based directly on the research questions and the design of choice (i.e., this is the “how to” section of the examination) and should be written step by step in a linear fashion with a timeline.
Data collection procedures. This section should include a discussion about the participants and the program, including the setting, the events (when the data will be collected), the process, and the type or types of data to be collected through each phase of the evaluation (e.g., surveys, observations, interviews, documents, audio and visual material). Subheadings may be included to detail each subcomponent of the evaluation.
Data analysis. Indicate the appropriate data analyses that will be used in the investigation. These data analyses should be based on the research questions and the research design selected for the study. Specify the procedures for reducing and coding the data. For quantitative studies, subsequent data analyses should include summary descriptive statistics and inferential statistical tests (e.g., independent or dependent t test, ANOVA, and chi-square). For qualitative studies, the procedures to be followed for the analyses must also be addressed.
Limitations
Include any limitations, restrictions, or constraints that may affect the validity of the dissertation’s outcome.
• Enclosed chapter 1-2 for your preview.
Chapter 1: Introduction
The Call Me Mister Program, also known as the Mentors Instructing Students toward Effective Role Models, is a national program geared towards providing more teachers from a wider background, particularly the more underrepresented minority groups such as Hispanics and African Americans (Nixon, 2013). The lack of enough male teachers in the country is especially reflected within the minority groups, some of who did not initially have requisite opportunities to pursue worthy education. As stressed by the program administrators in different states, the program is especially focused towards promoting greater participation of African American scholars, since this particular group is significantly under represented compared to other groups (Martin, 2011).
At this point it is essential to outline how this program has been rolled out nationally. A birth child of the Clemson, University of South Carolina, the Call Me Mister program was rolled in the year 2000. At the time, only four institutions participated: Clemson University, Benedict College, Claflin University and Morris College (Nixon, 2013). As of February 2013, twenty colleges within South Carolina had taken up the program and more colleges in some other eight states. Initially, the program was intended to see more African Americans join the elementary school to teach at this level (Lee, 2011). This followed an observed lack of adequate representation of this group at the elementary level of teaching despite the growing diversity of the school population (Kunjufu, Shelby, Potier, Lora, & Johnson). Different institutions of higher learning offer varying sums of money per academic semester to program participants as stipends for sustenance when on program mission. At the same time, participants are required to meet specific GPA scores, on top of being required to be accomplished scholars or pursuing university studies at the undergraduate or post-graduate levels (Nixon, 2013; Ahmad & Boser, 2014).
Statement of the Problem
There is a problem in training of teachers from a wider ethnic background. The Call Me Mister Program is a United States program that was created to help train teachers from diverse ethnic backgrounds. The program is an acronym that stands for Mentors Instructing Students Toward Effective Role Models, Mister. Currently, ethnic disparity in the teaching profession is especially wide in the United States. This problem most significantly impacts the minority groups of the African American and Hispanic ones. The Call Me Mister program has stressed the need to provide more trained male teachers from the African American community with only 2%, whereas the majority whites represent 87% of the teacher population (Johnson, 2011). Therefore, since the abolishment of employment on the basis of racial background was abolished, then more opportunity is available for the minority groups. Research has shown that students from the minority groups have prospered more in their education with the help of a mentor from their respective ethnic group. This paper will discuss the impact of the program in a way that has not been previously done. The program initiates members of minority groups to the program where they are taught to be mentors and role models to other students in their racial group.
The Topic
In fact, the program has received abundant praise for its concept and the results that it has managed to attain. However, reports from the ground do not represent as much success as this program has caused a significant decrease in the performance of the White students. The students of this ethnic group were quite used to the domination in the teaching profession. However, after the minority groups were introduced, the performances of the majority significantly took a dip. On the other hand, reports on whether the program has been a success for the minority African American group is unclear. Actually, it is not clear whether it is the mentorship effect that has enabled more African Americans to be retained in the program or not (Henfield, 2013). At this point, the program appears to have faults in between with a lack of proper audit system. Frankly speaking, the fault, if not quickly corrected will lead to a significant challenge for the Call Me Mister program. Thus, the program will also be unable to completely become better for the future of minority groups generations to come.
The Research Problem
However, the results and the praise that the program appears to have gained do not correspond with the reality on the ground. For once, the onset of teachers of color in our institutions must have had some impact on the performance of White majority students. Having been used in environments where teachers are predominantly White means that these students could have taken a dip in their performances. What about the African American students? Has the program really led to an improvement in student grades over time? Evidence of higher retention rates of African American students remains unclear, largely because it is not straightforward whether African American mentors have led to higher retention rates of students of their descent within the education system. Thus far, the auditing done to the program appears to give a weak picture of its status. This lack of proper auditing of the Call Me Mister program will continue to present a picture that closes avenues to challenge and further betterment.
Audience/Stakeholders
The importance of this research underlines the reason why it nets a wide audience. Racial inequality is a national problem that affects the image of the country. More so, it affects the self-images of individuals belonging to the minority groups, including their ability to remain within the education system till completion of basic or college education. Secondly, the four academic institutions of South Carolina, where the inception of the program occurred is a steady party of interest since they would like to keep track of the progress of their birth child at any time. Whether this program is adopted nationally, it would, in fact, be necessary to recognize the role played by Clemson University, and perhaps station the headquarters there. The management of the university must be considering this position and that highlights their position as the number one interest group. All institutions of higher learning would be viable avenues to coordinate the progress of the program nationwide. It is therefore worthy recognizing that as much as all universities and colleges must have learned about the program and many even considered adopting it, they must be interested in knowing the progress of the program. The government and several of its institutions, including the Department of Education are among the obviously interested party. In line with this last interest group’s interest, foreign governments and policy formulators would like to capture the best the US government or its institutions succeed in implementing.
Program
The program seems to have a few challenges that will require immediate intervention so as to ensure that the complete collapse of the program does not occur. Issues like equal opportunities for both the majority and minority groups will have to be addressed. In addition, the program does not state how it will manage to avoid wiping out the White majority from the teaching profession (Martin, 2011). The program bases its theoretical framework of the life course theory and the critical race theory so as to achieve the success that it so deserves. Furthermore, the program has only managed to incorporate a few college institutions in a few states. This has not been a bad start, but the question remains on how the program will manage to incorporate all higher education institutions in the country. Consequently, the program will need to give credible evidence to influence the government to back the program on the national scene.
Professional Evaluation Standards
Initially, in order to get a clear picture of the effectiveness of the program, evaluation of the same program is required based on its ability to retain the intentions of the program from the beginning. The significant impact that the program has had on not only the minority group students, but also the majority group students will have to be evaluated. Do the impacts favor one side more than the other or does the program creates equality across all ethnic groups in America? Therefore, the criteria in giving a professional evaluation will have to test the significant change in performances of the African American students from their previous performances. Thus, the white students’ performance should also be compared to that of prior the inception of the program. In general, the impact of the mentors in the program to the students in the minority group and if it is the main impact of success will give a better understanding of the program.
Purpose of the Evaluation
The purpose of this study is to evaluate the impacts of the Call Me Mister program – to highlight some of the impacts associated with investment in the program. To highlight these impacts, I will assess the effectiveness of the program in sustaining the intention for which it was intended at inception, and the impacts it has had with other students who experience a change of balance when African American male teachers and mentors enter into systems that were initially largely dominated by White teachers. These aims will be evaluated across the following criteria:
1. Test whether the student performance of African American students in schools where the Call Me Mister program has been rolled out has improved significantly compared to the time period immediately before the program initiation.
2. Compare the performance of White students before and after the launch of the program.
3. See if there is a relationship between the number of mentors introduced in a school and the overall change in the performance of the African American students.
4. Seek whether a significant relationship exists between the performance of White students and the number of African American mentors in any particular elementary school.
5. Seek for region-specific performance improvement, based on the region’s and consequently school’s total enrollment of African American learners
6. Seek for region-specific performance improvement, based on the location of the school and the length of time the program has been operational in the particular institution.
7. Examine whether the performances of boys ranked more favorably against those of girls in the same classes after going through the program.
Definition of Terms
Important terms and phrases used in the study are defined below.
The Call Me Mister Program (Mentors Instructing Students toward Effective Role Models). This is a program set up by Clemson University alongside three other South Carolina universities in 2000 to bring on board more African American male teachers into the elementary schooling system for the purposes of inspiring more students from the group into academic excellence.
Minority Groups. Racial-ethnic groups within the US other than the Whites. Examples include the Asian Americans, African Americans and Hispanics (CIA, 2010).
Majority Group. This group is usually used to refer to Whites since they occupy a significantly large section of the population. In line with this assertion, this study identifies Whites as the lone majority group. Further, a distinction is drawn to distinguish White Hispanics from Non-Hispanic Whites (Diversity Training University International, 2008).
Evaluation Program. This refers to a systemic method that is used to collect, analyze or utilize information in order to get the right information about questions related to projects, programs and even policies.
Evaluation Standard. Evaluation standard is a set of criteria that is systematically used to determine the worth, merit and significance of a subject.
Chapter 2: Literature Review
This chapter focuses on the available literatures from past research to conduct an evaluation of the impacts of the Call Me Mister program through a life-course theory. It looks at the framework for the study’s main topic as depicted in secondary sources, provides a synthesis of findings and recommends further research components.
Evaluation of Framework
The theoretical framework within which the study will be built is based on the fact that more African Americans should be encouraged to be dedicated towards serving as teachers. This research study uses the life course theory (LCT) as a framework to examine the impacts of the Call Me Mister program. Past research has shown that the model does not just ensure accuracy, but it is also simple to use especially within a larger population.
In the context of the current study, the LCT is a framework through, which the entry of life changing events in the lives of individuals can be examined. This examination is done alongside such factors as environmental setup and its influences, the relevance of historical events on the current lives of individuals, and the influence that interdependence with other members of the society has on current and future decisions (Mus & Eker, 2011). There are five principles of the LCT applicable to this study.
Synthesis of Findings
The ‘call me mister’ program presents a good opportunity for individuals to benefit from the experiences of others who might have gone through what they are currently experiencing. However, without willful participation and presentation of different cultures, some of the goals of this project are not likely to be met. This is because studies have shown that the model does not only depend on a large and diverse population for quality enhancement, but also for exposure as well as coverage to all beneficiaries of such project.
Further Research
There is a need for further research to be carried out to investigate why few African Americans have enrolled in this project. The further research on the reasons leading to low number of African Americans will help in building an empirically testable study so that future research on this area can be improved.
Shortcomings
The research will take into account the ethical considerations and any indication of shortcomings such as obtaining data from unwilling participants will be avoided in order to minimize the inaccuracy of the required information. Although various frameworks would be important as guidelines in conducting of the research, only a few of such frameworks should be employed so that the time and resources required to conduct the research does not go beyond what is expected. The time-frame for the research should not exceed three months.
Research Questions or Objectives
Based on the aims outlined in the study purposes section, I will examine the following research questions in this study:
1. Have the performances of African American students improved significantly after the introduction of the Call Me Mister program?
2. Have the performances of White students improved/ deteriorated significantly after the introduction of the program?
3. Does the number of mentors (MISTERs) introduced in a school relate to the performance of African American students under the mentorship program?
4. Does the number of MISTERs introduced in a school have an impact on the rate of improvement or deterioration of the results of the White students?
5. Do schools located within regions with higher African American populations benefit more or less from the introduction of the program’s MISTERs?
6. Do schools within regions that enrolled in the program tend to have better performances by African American students?
7. Do the performances of girls outshine those of the boys before undergoing the mentorship? How do the results of girls and boys compare after boys undergo the mentorship?
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