Black Inner-City Males and the Milwaukee Public Schools Immersion Program: A Progress Report.

Autor/in	Sanders, Eugene T. W.
Titel	Black Inner-City Males and the Milwaukee Public Schools Immersion Program: A Progress Report.
Quelle	(1992), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Afrocentrism; Black Students; Black Studies; Cultural Awareness; Elementary Education; Elementary School Students; High Risk Students; Inner City; Males; Self Esteem; Single Sex Schools; Student Attitudes; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Schulleistung; Afro-centrisme; Afrozentrismus; Cultural identity; Kulturelle Identität; Elementarunterricht; Problemschüler; Male; Männliches Geschlecht; Self-esteem; Selbstaufmerksamkeit; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Youth; Jugend
Abstract	One new approach to the needs of at-risk African American male students that is being implemented in several urban school districts throughout the nation is the immersion school approach. This is the establishment of schools that provide a curriculum and related experiences for African American male students that are distinct from the curriculum and experiences provided for other students. This paper examines the Milwaukee (Wisconsin) Public Schools African American Immersion Academy, a program specifically designed to increase the academic performance and overall success of African American male students. There are seven programs designed by the immersion school to address the concerns of this population. Responses of participants on measures of intellectual achievement responsibility, attitudes toward school, and self-esteem were compared using a nonrandomized pretest-posttest control group design with 90 students from the immersion program and 63 students from a traditional school. There was little evidence from student responses to indicate that students in grades 3, 4, and 5 in the immersion school differed significantly from their counterparts in the traditional school, although students in grade 5 did demonstrate some change in the desired direction in terms of responsibility for their own achievement. The study did generate baseline data that can be used in future investigations, although no conclusions are appropriate at this time. (Contains 1 table and 67 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC