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Education for liberation: Promoting...

Lewis, Kelly Michelle.

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Education for liberation: Promoting African American well-being through a school-based emancipatory intervention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Education for liberation: Promoting African American well-being through a school-based emancipatory intervention./
Author:	Lewis, Kelly Michelle.
Description:	186 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3266.
Contained By:	Dissertation Abstracts International65-09A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3146061
ISBN:	0496050362

Education for liberation: Promoting African American well-being through a school-based emancipatory intervention.
Lewis, Kelly Michelle.

Education for liberation: Promoting African American well-being through a school-based emancipatory intervention. - 186 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3266.

Thesis (Ph.D.)--Michigan State University, 2004.

The specific aim of this research was to implement and evaluate a school-based emancipatory intervention designed to promote the psychological and behavioral well-being of African American adolescents. Using an emancipatory education framework drawn from elements of East African Ujamaa philosophy and practice, the intervention was provided to a randomly selected group of 32 participants and compared to a randomly selected group of 33 participants in the non-treatment control group to test the following hypotheses: (1a) The intervention will enhance individuals' psychological well-being, including positive racial identity, communal world-view, and sense of school connectedness; (1b) The intervention will enhance individuals' behavioral well-being including higher motivation to achieve and social change involvement; (2) Enhanced psychological well-being will lead to enhanced behavioral well-being over time, including school achievement, and higher order social change involvement. As hypothesized, results indicated that the intervention improved students' communal orientation and school connectedness compared to students in the control group. The intervention also improved participants' motivation to achieve and their overall social change involvement compared to youth in the control group. Contrary to what was hypothesized, the intervention decreased participants' racial identity on all dimensions and increased their competitive individualistic orientation compared to youth in the control group. Grades generally improved, but not differentially for the two groups. Finally, as hypothesized, increased communal orientation was found to be a mediator for motivation to achieve and total social change; increased school connectedness was found to be a mediator for motivation to achieve; and competitive individualistic orientation was found to be a partial mediator of motivation to achieve.

ISBN: 0496050362Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Education for liberation: Promoting African American well-being through a school-based emancipatory intervention.
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500 $a Adviser: Cris Sullivan.
502 $a Thesis (Ph.D.)--Michigan State University, 2004.
520 $a The specific aim of this research was to implement and evaluate a school-based emancipatory intervention designed to promote the psychological and behavioral well-being of African American adolescents. Using an emancipatory education framework drawn from elements of East African Ujamaa philosophy and practice, the intervention was provided to a randomly selected group of 32 participants and compared to a randomly selected group of 33 participants in the non-treatment control group to test the following hypotheses: (1a) The intervention will enhance individuals' psychological well-being, including positive racial identity, communal world-view, and sense of school connectedness; (1b) The intervention will enhance individuals' behavioral well-being including higher motivation to achieve and social change involvement; (2) Enhanced psychological well-being will lead to enhanced behavioral well-being over time, including school achievement, and higher order social change involvement. As hypothesized, results indicated that the intervention improved students' communal orientation and school connectedness compared to students in the control group. The intervention also improved participants' motivation to achieve and their overall social change involvement compared to youth in the control group. Contrary to what was hypothesized, the intervention decreased participants' racial identity on all dimensions and increased their competitive individualistic orientation compared to youth in the control group. Grades generally improved, but not differentially for the two groups. Finally, as hypothesized, increased communal orientation was found to be a mediator for motivation to achieve and total social change; increased school connectedness was found to be a mediator for motivation to achieve; and competitive individualistic orientation was found to be a partial mediator of motivation to achieve.
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