Increasing Enrollment of African-American Males in Advanced High School Mathematics and Science Courses, is an action research that highlights barriers that contribute to the disparity and increasing achievement gap between students of color and their counterparts of other ethnicities.
Dr. Macauley provides a framework through which a K-12 institution can objectively examine and address systemic factors that impede the equity and access in the representation of students of color in the STEM pipeline. To counter the plethora of deficit-focused research, he addresses the need for pragmatic solutions through effective teaching that is relevant, high levels of student engagement that is challenging, and support that provides strategic interventions and on-going mentorships.
This book is a must read for parents and those who champion the cause and advocate for maximizing the potential of our students to be adequately prepared to compete on the national and global STEM career opportunities of the 21st Century.

Key Search Terms: academic, accommodations, achievement expectations, achievement gaps, advanced mathematics, advanced placement, advanced science, African-American, Algebra, AP calculus, bias, Big Brothers/Big Sisters Program, classroom practices, collaborative action research, contributing factors, coping skills, counselors, cultural equity, cultural identity, cultural sensitivity, cultural strengths, disadvantaged youths, educational system, ethnic minorities, family communication, global competitiveness, guidance-counseling, honors courses, inductive thematic analysis, Institutional Review Board (IRB), instructional approach, instructional strategies, intervention strategies, language development, male bonding, management principles, marginalized youth, mathematics, mentor-mentee program, mentoring, methodology, parent involvement, pedagogy, pre-calculus, professional growth, racism, remedial courses, Rites of Passage Program (ROP), S.T.E.M. (STEM) Education, school environment, science, self-esteem, social determinants, socio-cultural issues, Sponsor-a Scholar, standardized tests, structured mentoring, student, teacher, tutoring programs
About the Author: Dr. David Macauley was born and raised in Freetown, Sierra Leone, West Africa. Upon completing high school, he attended Fourah Bay College, at the University of Sierra Leone, where he graduated with a joint honors bachelor's degree in Zoology and Botany. Dr. Macauley left Freetown in 1991 to continue his education in Southern California.
He was hired by the Los Angeles Unified School District in 1997 and taught Life Science and Biology in middle and high school, respectively. He currently teaches Biology and Earth science at the Moreno Valley Unified school district where he also serves in various leadership positions, including focus group leader for the African American sub-group.
He holds a Master's degree in Multicultural Education and a doctorate in Educational Leadership and Management from California State University at Dominguez Hills, CA, and Capella University in Minneapolis, MN, respectively. Dr. Macauley is also an adjunct professor at the University of California Riverside Extension in Southern California. He instructs students in the teacher-credentialing program.
He is married to his wife, Molley, and together they have two children. Dr. Macauley is an avid chess player and enjoys traveling. His research interests are in motivating African-American male students to increase participation in the Science, Technology, Engineering and Mathematics career pipeline.