The underachievement of African American teachers in research methodology courses: Implications for the supply of African American school administrators

This study compared the academic achievement of African American (n = 29) and European American (n = 145) teachers in research methodology courses. It found that African American teachers obtained lower overall course averages compared to White teachers and scored below Whites on research article evaluations, written research proposals, and midterm and final examinations. Effect sizes ranged from 0.60 to 1.37 standard deviations. This suggests that underachievement in research methodology courses may prevent African American teachers from successfully completing their theses and dissertations, thereby restricting the numbers of Blacks who subsequently obtain graduate degrees and/or obtain certification for positions as school administrators. The implications of these findings for efforts aimed at increasing the numbers of African American school administrators are discussed.