AFRICAN AMERICAN MALES IN INDEPENDENT SCHOOLS

独立学校中的非裔美国男性

• 批准号: 6302648
• 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: 2000
• 资助国家: 美国
• 起止时间: 2000-03-01 至 2001-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6302648
• 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：主要源于对私人价值的问题 提高非裔美国男性受教育程度的学校教育 以及关于非裔美国男性私下经历的初步报告 学校，这个初步纵向项目将调查 非裔美国男性的心理和社会适应 采访了第一届约 150 名青少年（80 名男孩和 70 名女孩） 到 12 年级，他们的家人、老师、学校工作人员和 五所私立学校的校友。学校地点根据不同而有所不同 城市化、宗教信仰、性别关注、学校氛围和 少数民族学生的结构和比例。这项试点研究将 包括定量标准化测量、开放式测量的组合 半结构化问题和民族志实地考察。定性的 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。这些方法是 还旨在帮助理解年级的不同群体效应 (1-12)、性别（男对女）、年龄 (6-18)、学区（低年级） 与初中与高中）和学校（仅限男生与男女同校；郊区 与城市相比；基于宗教的与非宗派的）。一个 该项目的生物心理社会部分监测青少年的压力 体验表现为心血管反应性并支持 工作中的跨学科视角。这项工作旨在帮助 学校为所有学生开展招生、规划和支持工作 在私立学校，尤其是非裔美国男性。提案 有几个目的：（1）评估心理和学业健康状况 资源丰富和资源匮乏的非洲裔美国学生主要分布在五个地区 白人私立学校； (2)评估家长目前的水平 参与及其对男性适应和学校种族团结的影响 多样性; (3)追踪男女之间的相互关系 心理社会调整、环境相关压力的作用以及父母 四年内参与私立学校； (4) 开发 促进心理健康的课内和课外项目 非裔美国人和混血男孩； (5) 增强传统 向全国私立学校传播信息的方法。