Virginia Tech
    • Log in
    View Item 
    •   VTechWorks Home
    • ETDs: Virginia Tech Electronic Theses and Dissertations
    • Doctoral Dissertations
    • View Item
    •   VTechWorks Home
    • ETDs: Virginia Tech Electronic Theses and Dissertations
    • Doctoral Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Finding a Crystal Stair: Exploring the Turn-Around Phenomenon Experienced by African American Urban Male Adolescents in High School

    Thumbnail
    View/Open
    Intro-Chapter_3.pdf (90.44Kb)
    Downloads: 61
    J_Boddies_Chapter_4.pdf (225.0Kb)
    Downloads: 127
    J_Boddies_Chapter_5-end.pdf (149.8Kb)
    Downloads: 182
    Date
    1997-11-03
    Author
    Boddie, Jacquelyn Lynnette
    Metadata
    Show full item record
    Abstract
    The educational disenfranchisement of many urban, African American male adolescents aggravates the complex social and economic issues which America must reconcile. Two significant behaviors resulting from young Black men's disaffection are school failure and violence against the community. The sense of futility in these youth can nullify the possibility of their positive contributions to society. Many of the social structures that were once in place to provide support for the African American community were weakened during the sixties; and the need for structure and support is as critical today among young Black men as it has ever been. This study sought to understand the perspectives of these young African Americans when they modified their at-risk behaviors to become academically successful in high school. It was based on one school's example of supportive systems and behaviors designed to intervene and encourage their transformation. A qualitative case study research design was selected because it allowed the researcher to examine and holistically interpret the complexities of achievement-related issues at school, at home and in the community, during the process of their transformation. Based on the recommendations of administrators and teachers, a sample pool of 10 young men was developed; each was interviewed. Two young men were selected for in-depth interview, observation, and document analysis. The study found that the young men became successful by (a) responding to the school's specialized organic and institutional care systems; (b) responding to the reconfiguration of the anti-academic fictive kinship culture; (c) bonding with culturally synchronous sensitive role models; (d) benefiting from the school's staff development initiative; (e) responding to their parents' school involvement; and (f) experiencing these accentuated dynamics in a smaller annex building. Data analysis was based on the tenets of grounded theory developed by Glaser and Strauss. This research fills part of the gap in the literature which explores the dynamics of transformation in anti-academic, African American male adolescents, as they become academically successful. Insights evolving from this study will also help to fill the vacuum that exists in developing high school programs that effectively change their attitudes towards learning and promote their success.
    URI
    http://hdl.handle.net/10919/30698
    Collections
    • Doctoral Dissertations [16334]

    If you believe that any material in VTechWorks should be removed, please see our policy and procedure for Requesting that Material be Amended or Removed. All takedown requests will be promptly acknowledged and investigated.

    Virginia Tech | University Libraries | Contact Us
     

     

    VTechWorks

    AboutPoliciesHelp

    Browse

    All of VTechWorksCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    Log inRegister

    Statistics

    View Usage Statistics

    If you believe that any material in VTechWorks should be removed, please see our policy and procedure for Requesting that Material be Amended or Removed. All takedown requests will be promptly acknowledged and investigated.

    Virginia Tech | University Libraries | Contact Us