An Experimental Evaluation of a School-Based Emancipatory Intervention to Promote African American Well-Being and Youth Leadership
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| Title: | An Experimental Evaluation of a School-Based Emancipatory Intervention to Promote African American Well-Being and Youth Leadership |
|---|---|
| Language: | English |
| Authors: | Lewis, Kelly M., Sullivan, Cris M., Bybee, Deborah |
| Source: | Journal of Black Psychology. 2006 32(1):3-28. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; Web site: http://sagepub.com. |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 8 |
| Descriptors: | Grade 8, Social Change, Intervention, Adolescents, African Americans, Well Being, Leadership, Student Motivation, Program Effectiveness |
| DOI: | 10.1177/0095798405283229 |
| ISSN: | 0095-7984 |
| Abstract: | This study experimentally examined the effect of a school-based emancipatory intervention on the psychological and behavioral well-being of African American adolescents. Sixty-five eighth graders in an inner-city, predominantly Black school were randomly assigned to either receive the experimental intervention or a regular Life Skills course (the control condition). The class met three times a week for one semester. Growth trajectory modeling was used to test the extent to which the intervention affected students' communal worldviews, individualism, school connectedness, motivation to achieve, and social change activities over time. Results indicated that the intervention positively affected each of these variables. Increased communalism and increased school connectedness mediated the relationship between the intervention and students' motivation to achieve. Competitive individualistic orientation was a partial mediator for motivation to achieve. Implications for practice, policy, and research are discussed. (Contains 3 tables.) |
| Abstractor: | Author |
| Number of References: | 69 |
| Entry Date: | 2006 |
| Accession Number: | EJ734997 |
| Database: | ERIC |
| Abstract: | This study experimentally examined the effect of a school-based emancipatory intervention on the psychological and behavioral well-being of African American adolescents. Sixty-five eighth graders in an inner-city, predominantly Black school were randomly assigned to either receive the experimental intervention or a regular Life Skills course (the control condition). The class met three times a week for one semester. Growth trajectory modeling was used to test the extent to which the intervention affected students' communal worldviews, individualism, school connectedness, motivation to achieve, and social change activities over time. Results indicated that the intervention positively affected each of these variables. Increased communalism and increased school connectedness mediated the relationship between the intervention and students' motivation to achieve. Competitive individualistic orientation was a partial mediator for motivation to achieve. Implications for practice, policy, and research are discussed. (Contains 3 tables.) |
|---|---|
| ISSN: | 0095-7984 |
| DOI: | 10.1177/0095798405283229 |
