Erika R. Brown, EdD
Trevecca Nazarene University
Major Area: Leadership and Professional Practice Number of Words: 179
This mixed methods study investigated the influence of African-centered education on African American students’ behavior and self-efficacy compared to African American students in a traditional American middle school setting. Administrator interviews revealed two different leadership styles. Teacher surveys indicated a difference between African-centered educators and those in a traditional setting regarding their beliefs that their administrator consistently enforced rules for conduct, with the African-centered location noting more consistent enforcement. Teacher focus group interviews reflected an infusion of African culture within daily district-mandated lessons and implied that a team culture and sense of community existed within the African-centered work environment. Classroom observations revealed that African-centered learners had higher levels of academic engagement than the students at the traditional location. No significant difference was found with students’ levels of disruptiveness or respectfulness. Additionally, self-efficacy differences in students’ beliefs indicated that the students at the African-centered school could better handle unforeseen situations, resolve problems, think of, and handle anything that came their way. These results suggest that the African-centered environment instilled students with an optimistic confidence which promoted higher self-esteem and determination.
|Advisor:||Cliff, Karissa K, Longnecker, Ryan|
|School:||Trevecca Nazarene University|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
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