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"You have to lead yourself first": ...

Strickland, Carol Sills.

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"You have to lead yourself first": Young people's perspectives on their learning and personal growth in an urban leadership development program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"You have to lead yourself first": Young people's perspectives on their learning and personal growth in an urban leadership development program./
作者:	Strickland, Carol Sills.
面頁冊數:	278 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2769.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3100171

"You have to lead yourself first": Young people's perspectives on their learning and personal growth in an urban leadership development program.
Strickland, Carol Sills.

"You have to lead yourself first": Young people's perspectives on their learning and personal growth in an urban leadership development program. - 278 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2769.

Thesis (Ed.D.)--Harvard University, 2003.

This study explores the perspectives of urban youth of color regarding their experiences in a leadership program sponsored by a community-based organization. As I seek to understand conditions that positively engage and educate students from culturally and economically marginalized backgrounds, I look specifically at how young people view the impact of their participation in the program on their personal growth, their academic achievement, and their future aspirations. My dissertation bridges the fields of youth development and education, including youth's voices in the discourse about how to foster positive outcomes for them.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

"You have to lead yourself first": Young people's perspectives on their learning and personal growth in an urban leadership development program.
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245 1 0 $a "You have to lead yourself first": Young people's perspectives on their learning and personal growth in an urban leadership development program.
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500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2769.
500 $a Adviser: Sara Lawrence-Lightfoot.
502 $a Thesis (Ed.D.)--Harvard University, 2003.
520 $a This study explores the perspectives of urban youth of color regarding their experiences in a leadership program sponsored by a community-based organization. As I seek to understand conditions that positively engage and educate students from culturally and economically marginalized backgrounds, I look specifically at how young people view the impact of their participation in the program on their personal growth, their academic achievement, and their future aspirations. My dissertation bridges the fields of youth development and education, including youth's voices in the discourse about how to foster positive outcomes for them.
520 $a The site of my study is the Paul Robeson Leadership Training Institute, founded by an African American community activist in New York City in 1979. I use a conceptual framework centered in a critical race paradigm that draws from literature on positive teacher-student relationships, culturally responsive pedagogy, and conceptions of youth and community leadership. I note that within the "culturally rooted" context of Robeson's, the process labeled "leadership training" facilitates a sense of agency in the youth from which they can harness their capabilities in powerful ways.
520 $a The primary methodology of this study is portraiture. Using data from observations, interviews with the participants, and the review of relevant program and school documents, I have written portraits of program sessions and participants. I have also designed a visual model to illustrate my analysis and interpretation of the informal theories-in-use that guide the Robeson's program. This model represents my understanding of how the program engages and influences the youth participants, highlighting the importance of relationships, community, and purpose in the program's design. The model also shows an approach to teaching and learning that engages the heart, mind, and body of the young people, guiding and supporting them through connection, expression, and action. Because it serves youth of color, another important aspect of this particular program is that Robeson's draws upon an African American educational epistemology. Participants lay a foundation for leadership by developing a sense of power to act in the world with awareness of and responsibility to self and others, a process I have termed "constructing an identity of agency."
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