AFRICAN AMERICAN MALES IN INDEPENDENT SCHOOLS

独立学校中的非裔美国男性

• 批准号: 6111757
• 负责人: HOWARD C. STEVENSON
• 金额: $ 23.58万
• 依托单位: UNIVERSITY OF PENNSYLVANIA
• 依托单位国家: 美国
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-03-01 至 2000-02-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6111757
• 关键词: African American; adolescence (12-20); age difference; child (0-11); child psychology; clinical research; coping; education evaluation /planning; gender difference; human subject; interview; longitudinal human study; male; psychological adaptation; questionnaires; racial /ethnic difference; social psychology

DESCRIPTION: Derived largely from questions as to the worth of private school education for the educational attainment of African American males and initial reports on the experience of African American males in private schools, this preliminary longitudinal project will investigate psychological and social adjustment of African American males through interviews with approximately 150 youth (80 boys and 70 girls) across 1st through 12th grades, their families, their teachers, school personnel and alumni in five independent schools. The school sites differ according to urbanicity, religious affiliation, gender focus, school climate and structure, and percentage of minority students. This pilot study will include a combination of quantitative standardized measurement, open-ended semi-structured questions, and ethnographic fieldwork. The qualitative methods of the project will work toward understanding patterns of dropout, retention, and graduation of males compared to females. These methods are also designed to aid in understanding different cohort effects of grade (1-12), gender (male versus female), age (6-18), school division (lower versus middle versus upper) and schools (boys only versus coed; suburban versus urban; religious based versus non-denominational). A biopsychosocial component of the project monitors youths stress experiences expressed as cardiovascular reactivity and supports an interdisciplinary perspective within the work. The work is designed to aid schools in recruitment, programming and support efforts for all students in private schools, but particularly African American males. The proposal has several aims: (1) to assess the psychological and academic well being of high and low resource African American students in five predominantly White private schools; (2) to assess the current level of parent involvement and its impact on male adjustment and school oneness to racial diversity; (3) to track the interrelationship between male and female psychosocial adjustment, the role of context-associated stress, and parent engagement in the independent schools across four years; (4) to develop intra- and extra-curricular programs that promote the mental health of African American and bi-racial boys; and (5) to augment traditional methods of information dissemination to independent schools nationally.

描述：主要源于私人价值的问题。 非裔美国男性教育成就的学校教育 以及关于非裔美国男性私下交往经历的初步报告 学校，这个初步的纵向项目将调查 非裔美国男性的心理和社会适应， 采访了大约150名青年（80名男孩和70名女孩）， 通过12年级，他们的家人，他们的老师，学校工作人员和 五所独立学校的校友。学校的位置根据不同的 城市化、宗教信仰、性别关注、学校氛围和 结构和少数民族学生的百分比。这项试点研究将 包括定量标准化测量、开放式 半结构化问题和人种学实地考察。定性 该项目的方法将致力于了解辍学模式， 与女性相比，男性的保留率和毕业率。这些方法 还旨在帮助理解年级的不同队列效应 （1-12）、性别（男性与女性）、年龄（6-18）、学校部门（较低 与中学与高中）和学校（仅限男生与男女同校;郊区 与城市;宗教与非宗教）。一 项目的生物心理社会部分监测青年的压力 表现为心血管反应性的经验，并支持 工作中的跨学科视角。这项工作旨在帮助 学校在招聘，规划和支持所有学生的努力 尤其是非裔美国男性。该提案 有几个目的：（1）评估心理和学术福祉 高和低资源的非洲裔美国学生在五个主要 白色私立学校;（2）评估家长的当前水平 卷入及其对男性种族适应和学校统一性影响 多样性;（3）跟踪男性和女性之间的相互关系 心理社会适应，情境相关压力的作用，以及父母 四年制独立学校的参与;（4）发展 促进心理健康的课内和课外计划 非裔美国人和两个种族的男孩;和（5）增加传统的 向全国独立学校传播信息的方法。