Date of Conferral

2021

Degree

Ph.D.

School

Education

Advisor

Cheryl Keen

Abstract

AbstractMany middle school and high school African American students experience a predominantly Eurocentric curriculum that may diminish their racial identity as well as academic performance. The purpose of this basic qualitative study was to gain an understanding of the developmental outcomes such as preparation for higher education, career choices, and racial identity development for alumni of a Rites of Passage (RoP) program that sought to facilitate an Afrocentric experience for 8th to 10th graders. The research question concerned the perception of RoP young adult alumni, parents, and teachers relative to the alumni’s developmental outcomes. The conceptual framework was comprised of Erikson’s theory of adolescent identity and psychosocial development and Cross’ nigrescence theory as viewed through the lens of critical race theory in education. Eleven people including alumni, parents, and teachers participated in semi structured interviews. Data were analyzed using open coding in search of emergent themes. The three themes and seven subthemes were African American pride, with three subthemes: (a) self-identity, (b) self-confidence, and (c) self-empowerment; knowledge is power, with two subthemes: (a) motivation and (b) role models; and career choice with two subthemes: (a) economic freedom and (b) mentorship. This study could contribute to positive social change by suggesting effective elements in the design and curriculum of Afrocentric programs to increase their contribution to the development of its students, empowering them as adults with a strengthened sense of racial identity, a deepened appreciation for higher education, and a commitment to pursue a career of choice.

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