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Standing in the gap: A critical cas...

Mitchell, Kennon.

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Standing in the gap: A critical case study of the MAAT Academy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Standing in the gap: A critical case study of the MAAT Academy./
作者:	Mitchell, Kennon.
面頁冊數:	137 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4341.
Contained By:	Dissertation Abstracts International64-12A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3115615

Standing in the gap: A critical case study of the MAAT Academy.
Mitchell, Kennon.

Standing in the gap: A critical case study of the MAAT Academy. - 137 p.

Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4341.

Thesis (Ph.D.)--The Claremont Graduate University, 2004.

The objective of this case study was to analyze critically and holistically the experiences of African American male middle school students, teachers, and parents in the MAAT Academy. The MAAT Academy is an African-centered, after school, intervention program at a middle school in Southern California which targets academically at-risk African American male students. The academy is designed to improve academic success and counteract the negative impacts of American society and its schooling system on African American males and their communities. The methods used in this case study were: narrative inquiry, ethnographic observations, and secondary data analysis. Through these methods, the researcher sought to provide a composite of the workings of the MAAT Academy and of the experiences of its students and their families.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Standing in the gap: A critical case study of the MAAT Academy.
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500 $a Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4341.
500 $a Adviser: Lourdes Arguelles.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2004.
520 $a The objective of this case study was to analyze critically and holistically the experiences of African American male middle school students, teachers, and parents in the MAAT Academy. The MAAT Academy is an African-centered, after school, intervention program at a middle school in Southern California which targets academically at-risk African American male students. The academy is designed to improve academic success and counteract the negative impacts of American society and its schooling system on African American males and their communities. The methods used in this case study were: narrative inquiry, ethnographic observations, and secondary data analysis. Through these methods, the researcher sought to provide a composite of the workings of the MAAT Academy and of the experiences of its students and their families.
520 $a Findings indicate that African American male participants in the MAAT Academy improve academically and have fewer disciplinary referrals. Additionally, interviews with the students and parents involved in the program indicate that they highly value the African-centered, educational experiences of the MAAT Academy. Parents of participants highlighted the importance of exposing their sons to positive adult male role models, as well as normal instruction in African American history and culture in order to counteract negative societal images and to increase their sons' self-esteem. Student participants indicated that through their participation in the MAAT Academy, they developed improved outlooks on their lives. The students also indicated that the MAAT Academy's single-sex, single-race class environment, and focus on African American history and culture met their needs and expectations.
520 $a Teachers involved in the MAAT Academy attributed their participation in the MAAT Academy program to a strong desire to "give back" to the community by making themselves available to young African American males and their families. The teachers criticized their peers for failing to serve the social and academic needs of African American male students. Lastly, teachers saw their roles as educators and mentors vital to the positive social, cultural, and academic development of African American boys. Observations of the after school meetings illustrated the significant role played by the use of culturally relevant pedagogy and African-centered curriculum in the successful engagement of the students.
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