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Guided by three research questions, the research analyzes how speech or language impairment shapes environmental, social, and educational experiences, the coping strategies used in schools, and how educational experiences influence participants’ identities and career navigation through critical race theory and life history methods.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Male Stutterers in Educational Settings  \nAntonio L. Ellis  \n& Nicholas D. Hartlep  \nThe Journal of Educational Foundations 2017,Vol. 30. No. 1-4, pp. 33-62 Copyright 2017 by Caddo Gap Press  \nKeywords:  \nAfrican American Students; Speech or Language Impairment; IDEA 2004; Identity  \nAbstract  \nStuttering places students at-risk for being stereotyped and experiencing identity difficulties in school. This study hoped to fill a lacuna in the literature on the educational experiences of African American male stutterers. Six African American adult males who stuttered and lived in Washington, DC; Maryland; and/or Virginia participated in this study. Three researchquestions directedthis study:(1)How do speech or language impairedAfricanAmerican males describe their educational experiences?;  \n(2) What coping strategies do African American males who stutter use in educational settings?; and (3) In what ways do educational experiences shape the lives of African American males who stutter? Critical race theory and life history methodologies were used to examine these males’experiences. Findings suggest that stuttering had a significant impact on the lives of the African American males, particularly within educational settings/contexts. Stuttering influenced these males’ self-identities and how they navigated their careers.  \nAntonio L. Ellis is an adjunct professor in the Department of Educational Leadership and Policy Studies at Howard University,Washington, D.C.. Nicholas D. Hartlep is an assistant professor of urban education and coordinator of the Early Childhood Education and Elementary Education Programs at Metropolitan State University, Saint Paul, Minnesota. Their e-mail addresses are: [antonio.ellis@howard.edu & nicholas.hartlep@metrostate.edu](antonio.ellis@howard.edu & nicholas.hartlep@metrostate.edu)  \nIntroduction  \nIn previous research, we have argued that multicultural education texts have neglected students who stutter (Hartlep & Ellis, 2013) . The purpose of this study is to add to the body of literature on African American adult males who experienced stuttering in educational spaces. This study uses the voices of these men in order to document their experiences and histories. Due to the paucity of research on this subject, the second purpose of this study is to gain an in-depth understanding of how stuttering impacts the social lives of African American males within educational spaces. The data presented in this qualitative study are important insofar as they provide a window to understanding stutterers’ experiences in school. This article also provides future research recommendations for how educatorsand administrators can create better learning environments for those who struggle in silence due to speech or language impairment (SLI) .  \nResearch Questions  \n1. How doSLI African Americanmales describe their (a)environmental,(b) social, and (c) educational experiences at educational institutions?  \n2.What coping strategies doAfricanAmericanmales who stutter use in educational settings?  \n3. In what ways do educational experiences shape the lives of African American males who stutter?  \nScholarly Significance  \nThe Individuals with Disabilities Act (IDEA) of 2004 defined SLIas a“communication disorder, such as stuttering, impaired articulation, a language impairment, or voice impairment, that adversely affects a child’s educational performance” [34 CFR §300 .8(c)(11)] .  \nIDEA’s definition attributes the SLI disability with“adverse effects”to the students’ ability to maximize their achievement. The definition suggests that students who are SLI are automatically affected adversely because they have this disability. In other words,“they have lost the game before they begin to play.” We argue that being SLI does not, in and of itself, cause adverse effects on a child’s educational performance. We contend that the educational environment, social spaces, and","cbCaigIlKXr5bcPd","https://ap.wps.com/l/cbCaigIlKXr5bcPd","pdf",200108,"English","# Abstract\n# Introduction\n# Research Questions\n# Scholarly Significance\n# Review of Literature","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study explores how African American males who stutter describe their educational experiences and how those experiences shape their lives, including coping strategies used in educational settings.\"},{\"question\":\"Who participated in the research?\",\"answer\":\"Six African American adult males who stuttered participated, living in Washington, DC, Maryland, and/or Virginia.\"},{\"question\":\"Which frameworks were used to analyze the participants’ experiences?\",\"answer\":\"The study used critical race theory and life history methodologies to examine participants’ experiences.\"}]","Struggling in Silence - A Qualitative Study of Six African American Male Stutterers in Educational Settings | PDF",1792094899,76]