Juvenile Justice schools are established with the best of intentions. Whether they assist with graduation completion, provide vocational skills, or serve as an opportunity for students to return to their traditional high school, these schools provide students with opportunities to access educational opportunities during their confinement. However, what is lacking in these schools is the voice of these students in their design and evaluation. The incorporation of their voice could enhance their experience while detained and opportunities once their placement has concluded.
This qualitative phenomenological study shares the unique experiences of a group of African American male students that attended the Jones Juvenile Detention Center, a secure pre and post-disposition facility serving adolescents in the mid-Atlantic region. It asks, how do African American male high schoolers narrate their experience of attending a juvenile justice education program? 2. What perceptions do these students have regarding the academic and social supports provided during their placement? 3. How can this information be used to assist in the future design of disciplinary-based alternative programs locally, as well as nationally? The intent of this research study is to enhance the instructional and social opportunities for the students in attendance, provide a forum for this population of students to share their academic journey, and provide the educational field with insights from one program as academic leaders design alternative education programs based on disciplinary action for students.
|Commitee:||Stevenson, Howard, Watts, Caroline|
|School:||University of Pennsylvania|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 79/05(E), Dissertation Abstracts International|
|Subjects:||African American Studies, Black studies, Educational leadership, Secondary education, Gender studies|
|Keywords:||African-American, Boys, Juvenile justice, Male|
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