This project addressed the research question, does leadership and academic coaching paired with small peer group interaction improve Black male student academic engagement, self-efficacy and self esteem? The research supported the creation of the project which looked at core values and sociopolitical identities in African American teenage males. Along with identifying their identities there was some critical reflection and discussion around those identities. In order to spark those discussions, the project consisted of circle discussions, individual reflection, small group reflection and partner discussions. A student curriculum manual was created to use with the students in group. There is also a teacher curriculum manual which provides specific examples and strategies to aid in helping spark those conversations for members of the group. There is an epidemic in our educational world and it directly affects our youth of color. Far too many minority children are being criminalized and given a “label” incorrectly and unjustly. The hope is this small group curriculum manual is something practical teachers and staff members can use with a small group of students to get the conversations started around race and culture. The most impactful and influential conversations we had was when group members were fully invested and willing to have courageous authentic conversations around their race and identity.
Achievement, At-risk Students, Race, Culture and Sociopolitical Identities
Foster, Kyle, "Does Leadership & Academic Coaching Paired With Small Peer Group Interaction Improve Black Male Student Academic Engagement, Self-Efficacy And Self-Esteem?" (2019). School of Education and Leadership Student Capstone Projects. 304.
School of Education Student Capstone Projects