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Dissertation/Thesis Abstract

A Phenomenological Case Study of Seventh-Grade African American Male Students at the Africentric School in Columbus, Ohio
by Rayford, Debra D., Ph.D., Ohio University, 2012, 574; 10631308
Abstract (Summary)

The purpose of this dissertation was to examine the experiences of African American seventh-grade male students in an Afrocentric school located in Columbus, Ohio. This school's curriculum was based on the principles of Nguzo Saba and Ma'at from an African-centered perspective. The researcher investigated how these principles influenced the self-concept of African American seventh-grade male students based on the principles of Nguzo Saba, self-esteem based on the principles of Ma'at, and how both sets of principles influenced racial identity development. It was presumed that these principles assisted African American students in becoming well-rounded and grounded in their ancestral history, culture, values, and traditions, thus developing a positive sense of self.

Although there had been numerous studies in the field of Afrocentric education, there was a lack of research that had examined the principles of Nguzo Saba and Ma'at together, which served as a foundation for Afrocentric education, or its influence on African American students, particularly adolescent male students.

This was a qualitative research approach, specifically, a phenomenological case study, which was limited in scope to African American seventh-grade male students. The researcher employed qualitative methods of documentation and school observation. These included two focus groups of African American seventh-grade male students and interviews with their teachers, the school's principals, council of elders/committee members, and parents. There were three streams of classes: all males, all females, males and females; observations focused on the stream of all-male classes. Data were collected over a nine-month period.

The data collected were analyzed in comparison to literature reviewed. The study used Cross' 1971 racial-identity model and Delgado and Stefancic's 2001 critical-race theory as the frameworks. The purpose was to examine the particular stage to which participants usually related in determining "Black Conscious" awareness. The results detailed how exposure to the principles of Nguzo Saba and Ma'at, from an African-centered perspective, along with the adoption of "the village concept," had an influence on African American seventh-grade male student's self-concept, self-esteem, and racial-identity development.

Indexing (document details)
Advisor: Godwyll, Francis
Commitee: Doppen, Frans, Jackson, Eric, Randolph-Ward, Adah
School: Ohio University
Department: Curriculum and Instruction (Education)
School Location: United States -- Ohio
Source: DAI-A 78/11(E), Dissertation Abstracts International
Subjects: African American Studies, Behavioral psychology, Middle School education, Pedagogy, Teacher education, Ethnic studies, Curriculum development
Keywords: Africentric education, Afrocentric education, Afrocentric perspective, Afrocentric racial identity development, MAAT, Nguzo Saba
Publication Number: 10631308
ISBN: 978-0-355-01568-3
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