DOCSLIB.ORG

A Qualitative Study of Relationships Between Middle Grade

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Qualitative Study of Relationships Between Middle Grade A QUALITATIVE STUDY OF RELATIONSHIPS BETWEEN MIDDLE GRADE AFRICAN AMERICAN MALES WHO ARE UNDERACHIEVING AND THEIR TEACHERS A DISSERTATION IN Education Presented to the Faculty of the University of Missouri-Kansas City in partial fulfillment of the requirements for the degree DOCTOR OF EDUCATION By LOUIS CEDRIC NEAL Ed.S., University of Missouri-Kansas City, 2003 B.S., Florida Agricultural and Mechanical University, 1979 Kansas City, Missouri 2014 © 2014 LOUIS CEDRIC NEAL ALL RIGHTS RESERVED A QUALITATIVE STUDY OF RELATIONSHIPS BETWEEN MIDDLE GRADE AFRICAN AMERICAN MALES WHO ARE UNDERACHIEVING AND THEIR TEACHERS Louis Cedric Neal, Candidate for the Doctor of Education Degree University of Missouri-Kansas City, 2014 ABSTRACT This study explores the perceptions of underachieving African American male students about their schooling experiences and their relationships with teachers. Using narrative analysis, portraiture, and heuristic inquiry, data were collected to examine whether factors exist that circumvent relationship building between African American male students and their teachers and have some bearing on learning. Data collection included interviews of six African American male students, analysis of documents such as their grades and discipline referrals, and classroom observations of them. These six African American male students were questioned about their schooling experiences, their perceptions of relationships developed with teachers, and how those relationships influenced the way they feel about themselves. Overall, the panelists had positive feelings about school. They realized schooling was an essential element for their success in life. The panelists sought affirmation by their teachers and wanted their teachers to care about them as well as their schoolwork. The ii students enjoyed attending classes where positive relationships existed with teachers. In those classes, the students were recognized and had a sense of purpose. Panelists did not necessarily do all assignments in classes where positive relationships existed, but they felt they were learning. Often, they submitted assignments all at once in order to make up grades. When attending classes where negative relationships prevailed, the students would often sabotage their own learning in order to misbehave and give back the pain they believed they received from the teachers. Panelists determined whether or not they were successful in school based largely on whether they were sent out of class or out of school, not on their learning. The use of learning as a measure was second. This was largely because for schools, in many cases, the adherence to rules outweighed learning. Even though some rules may have been trivial, their disregard was deemed large enough to have panelists removed from the learning environment or inhibit learning in some manner. This research did not offer remedies for the panelists; however, they were able to reflect and identify actions they could perform or not perform that would increase their chances of remaining in class to learn. iii APPROVAL PAGE The faculty listed below, appointed by the Dean of the School of Education, have examined a dissertation titled “A Qualitative Study of Relationships between Middle Grade African American Males Who Are Underachieving and Their Teachers” presented by Louis Cedric Neal, candidate for the Doctor of Education degree, and certify that in their opinion it is worthy of acceptance. Supervisory Committee Loyce Caruthers, Ph.D. Committee Chair, School of Education Donna Davis, Ph.D. School of Education S. Marie McCarther, Ed.D. School of Education Sue Thompson, Ph.D. School of Education iv CONTENTS ABSTRACT............................................................................................................................iii LIST OF ILLUSTRATIONS................................................................................................. vii LIST OF TABLES................................................................................................................viii THE POWER OF RELATIONSHIPS – MY STORY ........................................................... ix Chapter 1. INTRODUCTION ........................................................................................................ 1 Problem Statement........................................................................................ 3 Purpose and Research Questions ................................................................ 13 Theoretical Framework............................................................................... 15 Overview of Methodology.......................................................................... 17 Significance of the Study............................................................................ 20 2. LITERATURE REVIEW ........................................................................................... 22 Social Stratification as an Inhibitor of Student-Teacher Relationships...... 25 Student Compliance as an Inhibitor of Student-Teacher Relationships ..... 50 Existing Images as an Inhibitor of Student-Teacher Relationships............ 73 Identity Development as an Inhibitor of Student-Teacher Relationships... 95 Conclusion ................................................................................................ 121 3. METHODOLOGY ................................................................................................... 122 Rationale for Qualitative Research ........................................................... 122 Design of the Study................................................................................... 131 Data Collection ......................................................................................... 138 Data Analysis............................................................................................ 145 v Limitations and Ethical Considerations.................................................... 148 4. THEY LET ME ENTER THEIR WORLD: FINDINGS AND DISCUSSION ....... 155 Major Emergent Themes........................................................................... 158 The Panel .................................................................................................. 161 Observations in Common Areas ............................................................... 210 Discussion ................................................................................................ 211 5. CONCLUSION......................................................................................................... 218 Implications for Findings.......................................................................... 223 Future Research ........................................................................................ 229 Appendix A. Building Principal Acknowledgement..................................................................... 230 B. Superintendent Authorization Agreement................................................................ 232 C. Observation Protocol................................................................................................ 233 D. Research Participant Instructions............................................................................. 234 E. Participant Parent Release Agreement ..................................................................... 235 F. Participant Release Agreement................................................................................. 238 REFERENCE LIST ............................................................................................................. 241 VITA.................................................................................................................................... 256 vi ILLUSTRATIONS Figure Page 1. Annual State Assessment Results for the 2010-2011 School Year Middle School 1........................................................................................................... 6 2. Annual State Assessment Results for the 2010-2011 School Year Middle School 2........................................................................................................... 6 3. Annual State Assessment Results for the 2010-2011 School Year Middle School 3........................................................................................................... 7 4. National Middle School Suspension Rates in 2006 by Race and Gender ................. 62 5. Defiance Referred Students: White vs. African American........................................ 65 6. Number of students receiving in-school suspensions in 2010-2011.......................... 67 7. Number of students receiving out-of-school suspensions in 2010-2011................... 67 8. Erickson’s Chart of Epigenetic Human Development............................................... 99 9. 2010 Census Data, City of Tradnal School District................................................. 132 10. 2010 Tradnal School District Student Population ................................................... 132 11. Panel Members 2012-2013 Attendance Rates ......................................................... 214 vii TABLES Table Page 1. Number of Middle Schools by District Showing 33% or More of Subgroup Suspended, OCR 2006 Survey................................................................................... 63 2. Number of Middle Schools by District Showing 50% or More of Subgroup Suspended, OCR 2006 Survey..................................................................................
Load more

Recommended publications
  • Congressional Record United States Th of America PROCEEDINGS and DEBATES of the 104 CONGRESS, SECOND SESSION
    E PL UR UM IB N U U S Congressional Record United States th of America PROCEEDINGS AND DEBATES OF THE 104 CONGRESS, SECOND SESSION Vol. 142 WASHINGTON, TUESDAY, JUNE 4, 1996 No. 80 House of Representatives The House met at 12:30 p.m., and was lican plan to cut $270 billion from Med- most senior citizens in either managed called to order by the Speaker pro tem- icare to pay for tax breaks primarily care programs where they do not have pore [Mr. COBLE]. for the wealthy, and the Speaker choices or alternatively make them f knows the public opinion is not on his pay more out of pocket for the services side, so he is trying to confuse the that they get. DESIGNATION OF SPEAKER PRO American people by making extreme I wanted to point out in the time I TEMPORE attacks on Democrats' integrity rather have remaining here what I would call The SPEAKER pro tempore laid be- than addressing the Medicare issue cor- a number of key issues that I think re- fore the House the following commu- rectly. veal the true colors of the Gingrich- nication from the Speaker: I guess we should not be surprised be- Dole Medicare plan. First, the Repub- WASHINGTON, DC, cause it was Speaker GINGRICH who last lican leadership claims that Medicare June 4, 1996. year said it was his goal to see Medi- is going broke and they are saving it. I hereby designate the Honorable HOWARD care, and I quote, ``wither on the vine.'' Well, last year they knew they were COBLE to act as Speaker pro tempore on this The bottom line, Mr.
    [Show full text]
  • Grappling with Race: a Textual Analysis of Race Within the Wwe
    GRAPPLING WITH RACE: A TEXTUAL ANALYSIS OF RACE WITHIN THE WWE BY MARQUIS J. JONES A Thesis Submitted to the Graduate Faculty of WAKE FOREST UNIVERSITY GRADUATE SCHOOL OF ARTS AND SCIENCES in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS Communication April 2019 Winston-Salem, North Carolina Approved By: Ronald L. Von Burg, PhD, Advisor Jarrod Atchison, PhD, Chair Eric K. Watts, PhD ii ACKNOWLEDGEMENTS I would first like to thank my thesis advisor, Dr. Ron Von Burg of the Communication Graduate School at Wake Forest University. Dr. Von Burg’s office was always open whenever I needed guidance in the completion of this thesis. He consistently allowed this paper to be my own work, but steered me in the right direction whenever he thought I needed. I would also like to thank Dr. Jarrod Atchison and Dr. Eric Watts for serving as committed members of my Graduate Thesis Committee. I truly appreciate the time and energy that was devoted into helping me complete my thesis. Finally, I must express my very profound gratitude to my parents, Marcus and Erika Jones, for providing me with unfailing support and continuous encouragement throughout my years of sturdy and through the process of research and writing this thesis. This accomplishment would not have been possible without them. Thank you. I love you both very much. Thank you again, Marquis Jones iii TABLE OF CONTENTS ABSTRACT…………………………………………………………………..iv Chapter 1: INTRODUCTION………………………………………………Pg. 1 Chapter 2: HISTORY OF WWE……………………………………………Pg. 15 Chapter 3: RACIALIZATION IN WWE…………………………………..Pg. 25 Chapter 4: CONCLUSION………………………………………………......Pg.
    [Show full text]
  • Reaching African American Males in Hartford, CT, Through the Use of Black Heritage Bible Studies
    Andrews University Digital Commons @ Andrews University Dissertation Projects DMin Graduate Research 2011 Reaching African American Males In Hartford, CT, Through The Use Of Black Heritage Bible Studies Stephen L. Williams Sr. Andrews University Follow this and additional works at: https://digitalcommons.andrews.edu/dmin Part of the Practical Theology Commons Recommended Citation Williams, Stephen L. Sr., "Reaching African American Males In Hartford, CT, Through The Use Of Black Heritage Bible Studies" (2011). Dissertation Projects DMin. 437. https://digitalcommons.andrews.edu/dmin/437 This Project Report is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Dissertation Projects DMin by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. ABSTRACT REACHING AFRICAN AMERICAN MALES IN HARTFORD, CT, THROUGH THE USE OF BLACK HERITAGE BIBLE STUDIES by Stephen L. Williams Sr. Adviser: R. Clifford Jones ABSTRACT OF GRADUATE STUDENT RESEARCH Dissertation Andrews University Seventh-day Adventist Theological Seminary Title: REACHING AFRICAN AMERICAN MALES IN HARTFORD, CT, THROUGH THE USE OF BLACK HERITAGE BIBLE STUDIES Name of researcher: Stephen L. Williams Sr. Name of faculty adviser: R. Clifford Jones, Ph.D. Date completed: July 2011 Problem For the past ten years, the Faith Seventh-day Adventist Church in Hartford, Connecticut has not been very successful at winning African American males. It appears that this is because a significant number of African American males hold the Bible as “the white man’s book” and a tool of enslavement that has no relevance today.
    [Show full text]
  • View of the Related Literature
    MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Adonica Aria Jones-Parks Candidate for the Degree: Doctor of Education ____________________________________ Dr. Denise Taliaferro Baszile, Dissertation Advisor ____________________________________ Dr Sally Lloyd, Reader ____________________________________ Dr. Ray Terrell, Reader ____________________________________ Dr. Paula Saine, Graduate School Representative ABSTRACT SPEAKING HIS MIND: COUNTERSTORIES ON RACE, SCHOOLING, AND THE ALIENATION OF AFRICAN-AMERICAN MALES by Adonica Aria Jones-Parks The primary purpose of this study is to examine the counterstories of African-American males who have dropped out of school and record their experiences in their own voice of how their schooling impacted their current life circumstances. The emergent themes from their stories support the literature that four factors contribute to Black males’ dropping out of school: 1) negative teacher and administration perception of Black males; 2) labeling and sorting through the use of special education and academic tracking; 3) resistance to schooling due to the insidious practices taking place in schools; and 4) alienation from schooling because of racist, oppressive practices. This study found that the overall story of African-American males in their schooling experiences is one of absence of caring from teachers, administration, and the school system. SPEAKING HIS MIND: COUNTERSTORIES ON RACE, SCHOOLING, AND THE ALIENATION OF AFRICAN-AMERICAN MALES A DISSERTATION Submitted to the Faculty of Miami University in partial fulfillment of the requirements for the degree of Doctor of Education Department of Educational Leadership by Adonica Aria Jones-Parks Miami University Oxford, Ohio 2011 Dissertation Director: Dr. Denise Marie Taliaferro-Baszile © Adonica Aria Jones-Parks 2011 TABLE OF CONTENTS Dedication ...........................................................................................................
    [Show full text]
  • A Closer Look at African American Men and High Blood Pressure Control
    A Review of Psychosocial Factors and Systems-Level Interventions A Closer Look at African American Men and High Blood Pressure Control U.S. Department of Health and Human Services Centers for Disease Control and Prevention National Center for Chronic Disease Prevention and Health Promotion Centers for Disease Control and Prevention National Center for Chronic Disease Prevention and Health Promotion Division for Heart Disease & Stroke Prevention Mail Stop K–47 · 4770 Buford Highway, NE · Atlanta, Georgia 30341 800-CDC-INFO · [email protected] · www.cdc.gov/DHDSP 10_211234-A Suggested Citation: Centers for Disease Control and Prevention. A Closer Look at African American Men and High Blood Pressure Control: A Review of Psychosocial Factors and Systems-Level Interventions. Atlanta: U.S. Department of Health and Human Services; 2010. Photos: The photographs used in this publication are for illustration purposes only. They show African American men from various age groups. They are not intended to depict people who have high blood pressure or who had a heart attack or stroke. For Free Copies or Additional Information: E-mail: [email protected] Write: Division for Heart Disease and Stroke Prevention, NCCDPHP Centers for Disease Control and Prevention 4770 Buford Highway, NE, Mailstop K-47 Atlanta, GA 30341 Phone: 1-800-CDC-INFO (232-4636) TTY: 1-888-232-6348 Online: http://www.cdc.gov/dhdsp The findings and conclusions in this document are those of the author(s) and do not necessarily represent the official position of the Centers for Disease Control
    [Show full text]
  • 2017 Northwestern State Football
    2017 NORTHWESTERN STATE FOOTBALL Southland Conference Champions: 1988 • 1997 • 1998 • 2004 nsudemons.com // @NSUDemonsFB // #coNSUmed 1 2016 Table of CONTENTS Welcome to Natchitoches 1 Year-By-Year Individual Statistics 73 UNIVERSITY FACTS Table of Contents • Quick Facts 2 NSU Team Records 76 Location: Natchitoches, Louisiana Demon Award Winners 77 Population: 17,865 MEDIA COVERAGE Year-By-Year Results 79 Founded: 1884 Covering the Demons 3 All-Time Series 87 Athletic Affiliation: NCAA Division I Season Outlook 4 Demon Football Lettermen 88 Conference: Southland Conference Demon Football Top 100 (From 1907-2007) 93 Enrollment: 9,819 THE DEMON FOOTBALL TEAM Demon Football All-Americans 94 Nickname: Demons Demon Roster 6 Demon Football All-Conference 96 Colors: Purple & White, orange trim Demon Player Profiles 8 Turpin Stadium • Turpin Stadium Records 98 Print Specs: Purple - 492f92, Orange- f7842b Jay Thomas, Head Coach 34 Demon Football Traditions 100 Mascot: Victory “Vic” The Demon Brad Laird, Defensive Coordinator 36 Northwestern State Traditions 102 Kyle Manley, Offensive Coordinator 37 Demons in the Draft 104 QUICK FACTS Jeff Bowen, Offensive Line 38 Demons in the Pros 105 First Year: 1907 De’Von Lockett, Defensive Backs 39 First Year of Southland Football: 1987 August Mangin, Special Teams Coordinator 40 NORTHWESTERN STATE UNIVERSITY All-Time Record, Years: 524-457-22, 110 Jake Olsen, Linebackers 41 Dr. Chris Maggio, President 106 2016 Overall Record: 1-10 Alvin Slaughter, Wide Receivers 42 Jerry Pierce, Vice President 108 2016 Southland
    [Show full text]
  • Re-Entry African American Male High School Dropouts Through the Lens of Critical Race Theory with Content Analysis of the Case Studies
    UNLV Theses, Dissertations, Professional Papers, and Capstones 5-2010 Re-entry African American male high school dropouts through the lens of critical race theory with content analysis of the case studies Robert Paul Walker University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Educational Psychology Commons Repository Citation Walker, Robert Paul, "Re-entry African American male high school dropouts through the lens of critical race theory with content analysis of the case studies" (2010). UNLV Theses, Dissertations, Professional Papers, and Capstones. 367. http://dx.doi.org/10.34917/1606686 This Thesis is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. RE-ENTRY AFRICAN AMERICAN MALE HIGH SCHOOL DROPOUTS THROUGH THE LENS OF CRITICAL RACE THEORY WITH CONTENT ANALYSIS OF THE CASE STUDIES by Bob Walker Bachelor
    [Show full text]
  • Research.Pdf (1.771Mb)
    CAN YOU HEAR ME NOW? CAN YOU HEAR ME NOW? THE VOICES OF HIGH ACHIEVING BLACK MALES EMERGE IN PREDOMINATELY WHITE HIGH SCHOOLS ____________________________ A Dissertation Presented to The Faculty of the Department of Educational Leadership At the University of Missouri – Columbia ____________________________________ In Partial Fulfillment Of the Requirements for the Degree of Doctor of Education ________________________________ Eric L. Johnson Dr. Juanita Simmons, Dissertation Supervisor December 2016 CAN YOU HEAR ME NOW? The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled CAN YOU HEAR ME NOW?: THE VOICES OF HIGH ACHIEVING BLACK MALES EMERGE IN PREDOMINATELY WHITE HIGH SCHOOLS Presented by Eric L. Johnson, a candidate for the degree of Doctor of Education, and hereby certify that, in their opinion, it is worthy of acceptance. Dr. Juanita Simmons, Dissertation Chair Dr. Ty-Ron Douglas, Committee Member Dr. Noelle Arnold, Committee Member Dr. Carol Maher, Committee Member CAN YOU HEAR ME NOW? Dedication God, you have given me a mission to serve your people and I pray that my work is pleasing unto you. Continue to use me as a vessel. I pray the world sees you through me. Denisha: If the Lord keeps me centered, you keep me grounded. The support you’ve shown throughout this process has been humbling and eye opening for me. You’ve shown me what it means to love unconditionally and support unceasingly. Thank you for loving me, motivating me, and seeing things in me even when I didn’t see them myself. I love you. Mama, your sacrifices have led me to this day.
    [Show full text]
  • The Most Visited City in Texas; the City of Love
    Welcome to the Most Visited City in Texas; the City of Love Dear SSCA Colleagues: Welcome one and all to San Antonio and to the 82nd Annual SSCA Convention! This is a beautiful city that boasts many interesting places to visit including The Alamo, Mission San Jose’, La Villita (San Antonio’s first neighborhood), McNay Museum of Art, Witte Museum and the like. You can stroll along the River Walk or King William Historic District and enjoy the many restaurants and shops, take a tour of the San Antonio Zoo, or experience the more high-powered thrills offered at Six Flags Fiesta or Seaworld. Or, perhaps visit the Tower of the Americas and get a panoramic view of San Antonio from 750 feet. Whatever your interest, you will find it here! Just as San Antonio offers great excitement and educational value, so does our 82nd Annual Convention! You will find a wide variety of scholarship posed at examining this year’s theme “Global Communication: Customs, Challenges, and Changes.” Each division and interest group has worked hard to help ensure a well-rounded array of panels. Please take your time as you scroll through the program and mark your choices. Speaking of choices, I would like to draw your attention to the Vice-President’s Spotlight Scholar Series. Each scholar was chosen for their dedication and unique/diverse contributions to the world of communication. This year’s spotlight scholars are Robert Frank (4201) and Martin J. Medhurst (4501). In addition to our spotlight scholars, a Plenary session will focus on the expertise of Dr.
    [Show full text]
  • English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives (2018)
    THE NATIONAL ACADEMIES PRESS This PDF is available at http://nap.edu/25182 SHARE English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives (2018) DETAILS 342 pages | 6 x 9 | PAPERBACK ISBN 978-0-309-47908-0 | DOI 10.17226/25182 CONTRIBUTORS GET THIS BOOK David Francis and Amy Stephens, Editors; Committee on Supporting English Learners in STEM Subjects; Board on Science Education; Board on Children, Youth, and Families; Division of Behavioral and Social Sciences and Education; FIND RELATED TITLES National Academies of Sciences, Engineering, and Medicine SUGGESTED CITATION National Academies of Sciences, Engineering, and Medicine 2018. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives. Washington, DC: The National Academies Press. https://doi.org/10.17226/25182. Visit the National Academies Press at NAP.edu and login or register to get: – Access to free PDF downloads of thousands of scientific reports – 10% off the price of print titles – Email or social media notifications of new titles related to your interests – Special offers and discounts Distribution, posting, or copying of this PDF is strictly prohibited without written permission of the National Academies Press. (Request Permission) Unless otherwise indicated, all materials in this PDF are copyrighted by the National Academy of Sciences. Copyright © National Academy of Sciences. All rights reserved. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives English Learners in STEM Subjects TRANSFORMING CLASSROOMS, SCHOOLS, and LIVES David Francis and Amy Stephens, Editors Committee on Supporting English Learners in STEM Subjects Board on Science Education Board on Children, Youth, and Families Division of Behavioral and Social Sciences and Education A Consensus Study Report of Copyright National Academy of Sciences.
    [Show full text]
  • The Impact of Involvement in School-Based Athletic Programs
    THE IMPACT OF INVOLVEMENT IN SCHOOL-BASED ATHLETIC PROGRAMS ON GRADE POINT AVERAGES A Dissertation Presented to The Faculty of the Education Department Carson-Newman University In Partial Fulfillment Of the Requirements for the Degree Doctor of Education By Adam Michael Hughes May 2018 ii Copyright © 2018 by Adam M. Hughes All rights reserved iv I hereby grant permission to the Education Department, Carson-Newman University, to reproduce this research, in part or in full, for professional purposes, with the understanding that in no case will it be for financial profit to any person or institution. Adam M. Hughes May 2018 Abstract Athletics and sports have been studied in-depth over the past several years. However, although research has been conducted on academics, no solid conclusions have been reached regarding the positive or negative effects that athletics has on academics. The researcher gathered data supporting athletic participation and its positive impact on student achievement. The research revealed three ways in which athletics positively impacts student achievement. First, athletics tend to increase academics significantly. Second, exercising before working on academics tends to lessen stress on students. Thirdly, exercising stimulates the brain in a positive way, which allows students to comprehend and retain more information. vi Dedication I dedicate my work first and foremost to my parents. My mother and father have always pushed me to do my best in everything that I do. My mother, Kathy Hughes, has always been very supportive and was a positive influence while obtaining my bachelor degree, masters, educational specialist, and my educational doctorate. My father, Mike Hughes, has constantly encouraged me to push beyond my limits and to become a better person, athlete, and student, my entire life.
    [Show full text]
  • Kallen Tsikalas and Toward More
    Afterschool Matters Number 21 • Spring 2015 Girls’ Challenge Seeking: How Outdoor Exposure Can Should Rey Mysterio Drink Gatorade? Cultural Support Girls in Taking Positive Risks | Kallen Tsikalas and Competence in Afterschool STEM Programming | Kathryn Karyn L. Martin Ciechanowski, SueAnn Bottoms, Ana Lucia Fonseca, and Tyler St. Clair Toward More Equitable Outcomes: A Research Synthesis Research-Based Practices in Afterschool Programs for on Out-of-School Time Work with Boys and Young Men High School Youth | Jenell Holstead, Mindy Hightower King, of Color | Jon Gilgoff and Shawn Ginwright and Ashley Miller Global Kids Organizing in the Global City: Generation of Planning Considerations for Afterschool Professional Social Capital in a Youth Organizing Program | Anthony De Development | L. Daniele Bradshaw Jesús, Sofia Oviedo, and Scarlett Feliz National Institute on Out-of-School Time AT THE WELLESLEY CENTERS FOR WOMEN The Robert Bowne Foundation Afterschool Matters Board of Trustees Editorial Review Board Jennifer Stanley, President Jhumpa Bhattacharya Suzanne C. Carothers, Vice President Development Without Limits Susan Cummiskey, Treasurer Lynn D. Dierking Oregon State University Jane Quinn, Secretary Anita Krishnamurthi Andrew Fisher Afterschool Alliance Mitchell Lee Anne Lawrence Robert Stonehill The Robert Bowne Foundation Cecelia Traugh Rebecca London University of California Center for Collaborative Research for an Equitable California Eileen Lyons Lyons Consulting Dishon Mills Grace Communion International Nancy Peter Out-of-School Time Resource Center University of Pennsylvania Carol Tang S. D. Bechtel, Jr., Foundation Photo Credits Cover, pages 1, 11, 46: WINGS, founded in 1996, serves more than 1,200 children at 10 elementary schools in Georgia, South Carolina, and North Carolina. WINGS weaves a comprehensive social and emotional learning curriculum into a fresh and fun afterschool program.
    [Show full text]