Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler School of Education and Human Services
Advisor
James Ann Lynch
Committee Member
Sandra Eidson
Committee Member
Maryellen Maher
Keywords
academic confidence, academic proficiency, African American males, alternative setting, behavior improvement, Black achievement, Black education, certified minority counselor, conflict resolution, cultural awareness, cultural identity, cultural knowledge, culturally relevant education, data collection, discipline, discipline referrals, education, educational needs, faculty development, lesson plans, mentoring, multiculturalism, poverty, qualitative data, quantitative data, role models, school community programs, self-image, social conflicts, social skills development, staff development, student behavior, Swainsboro Elementary School, teacher implementation, time-series design
Abstract
In school year 2001, African American males at Swainsboro Elementary School in Swainsboro, Georgia, comprised 51% of total discipline referrals. Numbers were even higher in 2002 and 2003, those being 58% and 70%, respectively. Studies suggested that African American males are the most at-risk group in modern society because of lack of role models, lack of cultural identity, and lack of appropriate social skill development that would reduce social conflicts.
The intervention model contained in this applied dissertation addressed the areas of conflict resolution and social skills development, cultural awareness, and mentoring. Participating students were placed in an alternative setting during the school day 3 days per week for 8 months with a certified minority counselor. The intervention specialist taught conflict resolution and social skill development and provided a mentor for each student. Mentors worked one-on-one to help students improve their behavior and academic proficiency at school. Additionally, the school faculty was offered a voluntary staff development course, which addressed issues of poverty, race, and multiculturalism. Teachers then created lesson plans that were implemented in their respective classrooms.
The time-series design approach was used to gather both qualitative and quantitative data. The intervention model was evaluated to see if discipline referrals were decreased by 10%, if students possessed a better self-image that led to better social and academic confidence, and if students had a greater sense of cultural knowledge. All terminal objectives were not met; however, 65% improved academically and socially, and 86% had a reduction in discipline referrals.