This study of a school improvement project in a predominantly African-American junior high school examines the efficacy of a course on social dynamics, "Dynamics of Relationships." The study explores the historical and cultural factors (notably fictive kinship) which structure African-American life in the dominant White society. Given the traumatic physical and emotional changes that occur during adolescence, African-American adolescents are besieged with special challenges and problems identified with ethnic kinship. How these factors affect African-American adolescent school success is investigated. Data were gathered through ethnographic research procedure over a three-year period. Triangulation or multi-methods of participant observations, questionnaires and student interviews were utilized. The data from each method were analyzed and the student interviews afforded the participants opportunities to make recommendations for improvement and modifications needed for the social dynamics course, "Dynamics of Relationships." Immediate results from pre- and post-tests after the course was completed indicated no significant change in behavior or knowledge. The students were promoted to various high schools--African-American neighborhood schools, culturally diverse schools with special programs, and schools in neighboring jurisdictions. However, after a three-year period, the students' reports supported the hypothesis that the course on social dynamics positively influenced their social development and increased their self-esteem and self-concept. The students in the culturally diverse schools reported no greater concerns about their fictive kinship than their peers in African-American neighborhood schools and both groups expressed feelings of high esteem. The students in substantially different high schools (social and academic) provided an understanding that they had not been adversely affected in their self evaluation. The study discusses the implications of the scores which reveal gender variance: the females gained more knowledge during the course than did the male participants. Recommendations for further research are presented in which other researchers can initiate a case study that will address some of the analysis of this study.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8138 |
| Date | 01 January 1991 |
| Creators | Bumbary, Sara Johnson |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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