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“Holla If You Hear Me”: a Conversation with Black, Inner-City Youth on Career Preparedness Programs

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“Holla If You Hear Me”: a Conversation with Black, Inner-City Youth on Career Preparedness Programs University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 12-2010 “Holla if you hear me”: A Conversation with Black, inner-city youth on career preparedness programs Theressa N. Cooper [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the African American Studies Commons, Civic and Community Engagement Commons, Community-Based Learning Commons, Community-Based Research Commons, Curriculum and Social Inquiry Commons, Educational Psychology Commons, Family, Life Course, and Society Commons, Other Education Commons, Politics and Social Change Commons, Race and Ethnicity Commons, Social Psychology and Interaction Commons, Sociology of Culture Commons, Student Counseling and Personnel Services Commons, and the Urban Education Commons Recommended Citation Cooper, Theressa N., "“Holla if you hear me”: A Conversation with Black, inner-city youth on career preparedness programs. " PhD diss., University of Tennessee, 2010. https://trace.tennessee.edu/utk_graddiss/874 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Theressa N. Cooper entitled "“Holla if you hear me”: A Conversation with Black, inner-city youth on career preparedness programs." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Education. Barbara Thayer-Bacon, Major Professor We have read this dissertation and recommend its acceptance: Allison Anders, Robert Kronick, Diana Moyer Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a dissertation written by Theressa N. Cooper entitled “Holla if you hear me”: A Conversation with Black, inner-city youth on career preparedness programs. I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy with a major in Education. Barbara Thayer-Bacon, Major Professor We have read this dissertation and recommend its acceptance: Allison Anders Robert Kronick Diana Moyer Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original Signatures are on file with official student records.) “Holla if you hear me”: A Conversation with Black, inner-city youth on career preparedness programs A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville Theressa N. Cooper December 2010 ii Copyright © 2010 by Theressa Cooper All rights reserved. iii Dedication And we know that all things work together for good to them that love God, to them who are the called according to His purpose, Romans 8-28. To all those who ever prayed with me and for me; to those who stood in the gap and prayed when they saw my spirit waning; to my mental and spiritual cheerleaders; to my ancestors who paved the way for me; to my primary and secondary teachers and university professors who challenged me to be great; to my neighbors in ‘the hood’ who sat on the stoop and cared enough to ask about my studies even though they didn’t understand what I was talking about; to all the ‘folks’ in Jefferson, TX who believed a little country girl from rural East Texas would go on to do great things, I dedicate this work to you. iv Acknowledgements I thank God for His continuous blessings, grace and mercy in my life. Thank you to: my parents, John and Paulette Cooper; my grandmother, Dorothy Smith; my siblings and their spouses- John Thomas Cooper Jr (Tonya), Alphonso Cooper (Paula), and Marlena Cooper-Jones (Brock); Dr. Fred Bonner; my aunts, uncles, and cousins; my dissertation chair and mentor, Barbara Thayer-Bacon; my dissertation committee, Allison Anders, Bob Kronick, Diana Moyer; Kim Brisson of the Middle Tennessee Council Boy Scouts of America; Research participants; my College of Agricultural Sciences and Natural Resources family, Dr. Caula Beyl, Leann McElhaney, Angie Berry, Tammy Pass, Anna Adams, Dr. Willie Hart, Dr. Michael Smith, Dr. Meiko Thompson, Andrew Pulte, Dr. Michael Wilcox, Rodney Ray, Ashunti Simms, Cadarious Reed, Katie Teague, Sarah Boggus, Caila Wood, Michael Ensminger, Sarah McDonald, student organizations – Minorities in Agriculture, Natural Resources, and Related Sciences (MANNRS) and the College Ambassadors; Dr. Mary Albrecht; Dr. Alvin Larke; Dash Lundy; Demetrius and Chrissy Richmond; Tyvi Small; Kristopher and Krystal Muse; Dele Oshun; Adria Harris; The staff at the Ashville Highway Animal Clinic; Kyrston Brooks; Al Roach; Barbara Hampton; Donna Smith; Anthony Ingram; Dr. Jane Redmond; and last but certainly not least the countless others who have touched my life, in any way, during this journey. If you do not see your name please charge it to my forgetful memory and not to my heart! Life is a highway and I am so grateful you all joined me for the ride! Thank you all for your help and support. v Abstract This research study specifically addressed; how vocational preparedness programs effect the career aspirations of Black youth, within the context of the Middle Tennessee Council Boy Scouts of America’s Exploring program. The goal of this research is to represent Black youth participating in a vocational preparedness program. Interviews, journals, and rich, thick descriptions are utilized in this work. Using the lens of narrative inquiry and cultural studies, I hoped to further the field of career development through the experiences of some of its key players, African American youth. Within the context of their stories five major themes surfaced around the ideas: (1) Advancement via Individual Determination. (AVID), (2) Career Self- efficacy, (3) Roles of significant others in career development, (4) Perceptions of the Exploring program, and (5) what would you like to see happen in the Exploring program? Beyond themes expressed by the research participants, the following underlying factors also came to light; (1) giving voice to Black youth which are part of the marginalized minority population and restoring a sense of narrative power and authority to the youths telling the stories, (2) The Advancement Via Individual Determination (AVID) program as a significant influencer, (3) structure and organization of the Learning for Life program, (4) the role of Black women as significant others in the career decisions of participants, and (5) career choice – trade vs. careers. vi Preface I “I have come to understand that my African-ness does not diminish my American-ness and vice versa. My identity is not an either or proposition. Rather, it is both/and. In the same way my scholarship and my personal/cultural life are not either/or propositions. I do scholarly work that both challenges and enhances my personal and cultural life. I live a personal/cultural life that challenges and enhances my scholarly work. I am a “colored girl” who has attempted to make life in the academy satisfying and meaningful “enuf”” – Ladson-Billings (1997) In essence, I am who I am because of where I came from. What an interesting journey life has brought me on so far! In my current position I work as a program coordinator in a college, where one of my responsibilities is helping students figure out what they want to do with their lives and what path will get them there. This daunting task is more than picking out a career; it also consists of figuring out where they see themselves in ten, fifteen, or twenty years and what needs to happen to get them there. It is about hearing their story, for better or worse, and figuring out where they go from here. I am a counselor, advisor, mentor, and friend to the many souls who pass in and out of my doorway. Along with this responsibility, I also work with high school students, specifically Black students, in hopes of recruiting them into our programs and find that for most I need to dawn my “counselor/advisor/mentor/friend” hat so that I can meet their needs. My ability to help my students is deeply rooted in the road I have traveled up to this point. I am the product of working class parent who, through many metamorphoses of careers (read jobs), worked very hard to offer my siblings and I the grounding, strength and wisdom it takes to be successful in a world with many challenges-especially to Black vii youth. My roots run deep in the piney woods of east Texas, however my parents gave me wings that allowed me to travel throughout my adolescents in search of opportunities. I believe it must be noted that my town could almost be divided 50/50 along the racial lines of Black and White. Our school systems where poor and small, yet nurtured us in a way that showed they cared about our education. Though this is the makeup of many small towns in Texas, it is one of the points which make my story unique. In our small town there were few opportunities for adolescents (especially Black adolescents) to engage in extra-curricular activities outside of school and the local 4-H club. Though there were pockets of wealth, the majority of families were working class, in search of more/better opportunities for their children. Why is this important you might ask? To understand anything about growing up in the rural south is to live the “separate but equal mentality” – you stay on your side of town and we stay on ours.
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