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Student Evaluations of Experiences in African-Centered Educational Institutions Georgia State University ScholarWorks @ Georgia State University African-American Studies Theses Department of African-American Studies 5-7-2016 Looking Back to Go Forward: Student Evaluations of Experiences in African-Centered Educational Institutions Ivan N. Vassall III Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/aas_theses Recommended Citation Vassall, Ivan N. III, "Looking Back to Go Forward: Student Evaluations of Experiences in African-Centered Educational Institutions." Thesis, Georgia State University, 2016. https://scholarworks.gsu.edu/aas_theses/34 This Thesis is brought to you for free and open access by the Department of African-American Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in African-American Studies Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. LOOKING BACK TO GO FORWARD: STUDENT EVALUATIONS OF EXPERIENCES IN AFRICAN-CENTERED EDUCATIONAL INSTITUTIONS by IVAN N. VASSALL III Under the Direction of Makungu Akinyela, PhD ABSTRACT In educational research, a prevalent topic of discussion is African-centered pedagogy. This phenomenological study records the unique perspectives of adults who specifically grew up in African-centered learning environments from a young age. The sample includes 10 African American adults, aged 18-45, from various cities in the United States. Mixed methods are applied in this study: group concept mapping strategies are implemented to yield both qualitative and quantitative results for analysis. Data is further supplemented with one-on-one interviews, and a review of themes from interview transcripts using multiple coding processes. Findings from this particular demographic can add another dimension to the current literature on the relevancy and need for culturally relevant pedagogical practice for African-American children. The ultimate goal of this generative study is to serve as a resource for educators, parents and students – which includes documented practices and methods for further consideration and application. INDEX WORDS: Program evaluation, African-centered education, culture, pedagogy, Independent Black Institutions (IBIs), phenomenology LOOKING BACK TO GO FORWARD: STUDENT EVALUATIONS OF EXPERIENCES IN AFRICAN-CENTERED EDUCATIONAL INSTITUTIONS by IVAN N. VASSALL III A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the College of Arts and Sciences Georgia State University 2016 Copyright by Ivan N. Vassall III 2016 LOOKING BACK TO GO FORWARD: STUDENT EVALUATIONS OF EXPERIENCES IN AFRICAN-CENTERED EDUCATIONAL INSTITUTIONS by IVAN N. VASSALL III Committee Chair: Makungu Akinyela Committee: Sarita Davis Akinyele Umoja Electronic Version Approved: Office of Graduate Studies College of Arts and Sciences Georgia State University May 2016 iv DEDICATION I give praise and thanks to the Creator of all things, my Ancestors and my Family. To my parents, Abena and Kweku Ivan Vassall, Jr., I would not be here writing this without your dedication, patience, love and constructive time spent working together. Ultimately, the idea for this research came from the example of my Uncle, Rodney Allen Hitchens Beckett. Uncle Rodney was truly my predecessor, and truly I live and work as a continuation of him, his story and the lessons he imparted. To my 8 siblings (here and ‘over there’) - all of you are epic examples of strength, courage and wisdom. I will always look to you for support and guidance, and I appreciate your much-needed presence in my life. I also want to express an appreciation to all of my teachers: community members of various ages, institutional/ organizational affiliations, and locations I have lived in. To the sample members, thank you so much for your contributions! This is for you. v ACKNOWLEDGEMENTS A huge thank you to my thesis committee!!!! – Dr. Makungu Akinyela, Dr. Sarita Davis, and Dr. Akinyele Umoja. I appreciate your example, and the knowledge which you have shared throughout this two year process. I feel that there are very concrete, positive and practical lessons I have learned from you three - in classes, feedback review sessions, and in our interactions - which I can apply in my life going forward. I would also like to acknowledge Dana Salter, for your incredible insight and contribution to my development of this thesis document, as well as your friendship in this process. vi TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................. v LIST OF TABLES ........................................................................................................... ix LIST OF FIGURES .......................................................................................................... x 1 PROLOGUE ............................................................................................................... 1 2 INTRODUCTION ...................................................................................................... 5 2.1 Research Questions ............................................................................................. 5 2.2 Theoretical Framework & Important Questions in Context .......................... 5 2.3 Application of Theoretical Framework ........................................................... 13 2.4 Assumptions ....................................................................................................... 14 2.5 Scope, Limitations & Delimitations ................................................................. 16 2.6 Significance of This Study ................................................................................ 18 2.7 Summary ............................................................................................................ 19 3 LITERATURE REVIEW ........................................................................................ 21 3.1 The History of African-Centered Education in the United States ................ 22 3.2 Evaluation Studies of African-Centered Learning Spaces ............................ 32 3.3 Student Experiences: A Rising Field of Study ................................................ 36 3.4 Research Conducted by Former Students ...................................................... 43 3.5 The Rites of Passage Movement and Personal Development ........................ 46 3.6 Conclusion .......................................................................................................... 55 vii 4 METHODOLOGY ................................................................................................... 57 4.1 The Research Questions.................................................................................... 57 4.2 The Sample Member as Stakeholder ............................................................... 58 4.3 The Process: Qualitative Interviews ................................................................ 58 4.3.1 Procedures ..................................................................................................... 59 4.3.2 Interview Questions....................................................................................... 59 4.4 The Process: Group Concept Mapping ........................................................... 61 4.4.1 Procedures ..................................................................................................... 63 4.4.2 Brainstorming ............................................................................................... 63 4.4.3 Sorting ........................................................................................................... 64 4.4.4 Rating ............................................................................................................ 64 4.4.5 The Visual Maps ........................................................................................... 66 5 FINDINGS ................................................................................................................. 69 5.1 The Participants / Stakeholders ....................................................................... 69 5.2 The Research Questions: Responses ................................................................ 70 5.2.1 Question One – The Phenomenon ............................................................... 72 5.2.2 Question Two – The Evaluation ................................................................... 82 5.2.3 Question Three – The Resource ................................................................... 97 6 CONCLUSIONS ..................................................................................................... 113 6.1 Connections to the Literature ........................................................................ 113 viii 6.2 Discussion of the Research Questions ........................................................... 117 6.2.1 The Phenomenon ........................................................................................ 118 6.2.2 The Evaluation ............................................................................................ 119 6.2.3 The Resource ............................................................................................... 120 6.3 Final Reflection ................................................................................................ 121 REFERENCES .............................................................................................................
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