Cultivating Servant Leadership in High School Students of African Descent the Freedom Schools Way
| dc.contributor.advisor | Davis, James Earl, 1960- | |
| dc.creator | Mickens, Kelli Nicole Sparrow | |
| dc.date.accessioned | 2020-10-27T15:27:55Z | |
| dc.date.available | 2020-10-27T15:27:55Z | |
| dc.date.issued | 2011 | |
| dc.identifier.other | 864885613 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12613/1917 | |
| dc.description.abstract | This study elucidates the history and program structure of an urban out of school time program designed for liberatory education for K-16 students. This study aims to define the Catto Freedom Schools Way and examine the extent to which it is being followed at the Hamer-Still Freedom Charter School. This study contributes to what we know about school design and ethnic studies as a strengths-based approach to educating youth of color. A review of the literature reveals that Freedom Schools have been in existence since African people came to the Western hemisphere and The Freedom Schools Way has meant different things to each entity over that time (Countryman, 2006; Du Bois, 1903; Garvey, 1923; Payne & Strickland, 2008; Williams, 2005; Woodson, 1933). Findings suggest that The Catto Freedom Schools Program (CFSP) Way is a combination of two complimentary elements: learning about Black history and culture (Asante, 1980; Carr, 2009; Diop, 1996; Gay, 2000; King, 2005; Murrell, 2002; Myers, 1997; Nobles, 1976) and chain mentorship (Andrews, 2001; Olson, 2008; Welty, 2000). Learning about Black history and culture consists of reading and writing about Black history and culture and assuming African values and customs. Chain mentorship consists of looking up to older people for direction and guidance as well as stepping up in service to give younger people guidance. Hamer-Still Freedom Charter School (HSFCS), a school designed on the CFSP model, is experiencing the most success in implementing reading and writing about African history and culture and having accessible adult role models on whom the students, also known as Servant Leader Scholars, can rely on for academic and personal support. In order for HSFCS to embody the CFSP Way, it needs to strengthen opportunities for its students to step up and provide service for younger children as well as fully develop a spirit of positive peer pressure throughout its upper school. | |
| dc.format.extent | 360 pages | |
| dc.language.iso | eng | |
| dc.publisher | Temple University. Libraries | |
| dc.relation.ispartof | Theses and Dissertations | |
| dc.rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available. | |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | |
| dc.subject | Education | |
| dc.subject | African American Studies | |
| dc.subject | Social Work | |
| dc.subject | African Centered Schools | |
| dc.subject | Chain Mentorship | |
| dc.subject | Charter Schools | |
| dc.subject | Freedom School | |
| dc.subject | Intergenerational Learning | |
| dc.subject | Liberatory Education | |
| dc.title | Cultivating Servant Leadership in High School Students of African Descent the Freedom Schools Way | |
| dc.type | Text | |
| dc.type.genre | Thesis/Dissertation | |
| dc.contributor.committeemember | Jordan, Will J. | |
| dc.contributor.committeemember | Norment, Nathaniel | |
| dc.contributor.committeemember | Hunt, Portia L. | |
| dc.contributor.committeemember | Cucchiara, Maia Bloomfield | |
| dc.description.department | Urban Education | |
| dc.relation.doi | http://dx.doi.org/10.34944/dspace/1899 | |
| dc.ada.note | For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu | |
| dc.description.degree | Ph.D. | |
| refterms.dateFOA | 2020-10-27T15:27:55Z |
Files in this item
This item appears in the following Collection(s)
Related items
Showing items related by title, author, creator and subject.
-
The effects of school uniforms on school climate in elementary schoolThis research sought to explore the link between mandatory school uniforms and a positive school climate. Beginning in the late 1980's public schools implemented mandatory school uniforms policies in urban school districts. The trend gained momentum when President Clinton included school uniforms in his 1996 State of the Union Address. Directly following the speech was a publication by the United States Department of Education on school uniforms that was distributed to all school districts in the country. Often the primary reason for implementing school uniforms was gang violence. Other reason included increased school safety and decreases in violence. Further, proponents believed uniforms would increase academic achievement and improve school climate. Research on the effects of school uniforms is limited and conflicting. Most studies available to date were conducted in urban settings. However, school uniforms have infiltrated rural and suburban schools districts as well. Two school districts in suburban Eastern Pennsylvania participated in this study. One school district had a mandatory school uniform policy. The other did not. Using a school climate survey and school uniform questionnaire, students in grades 4-6 and elementary school teachers rated the school climate in their respective schools. School climate was rated on seven subscales on the student school climate survey and 10 subscales on the faculty school climate survey. A t-test was performed on the data set to determine the difference between sample means and a factor analysis was conducted on the student school climate survey. Further, three themes emerged from the short answer questions on the student uniform questionnaire. The results of the research found that there was not a statistically significant relationship between a mandatory school uniform policy and elementary school students' perceptions of school climate. Of the seven subscales, students who wore school uniforms rated their peer relationships higher than students without school uniforms. Additionally, they rated the required rigor higher. Students that did not wear school uniforms rated the teacher-student relationship higher. When responding to the open ended questions, three themes emerged. They were expression, atmosphere and family. In essence, students were not in favor of wearing uniforms and believed uniforms suppressed their freedom of expression. Teachers responded similarly. The results showed no statistically significant relationship between a mandatory school uniform policy and teacher perceptions of school climate. Only two subscales showed any significant difference between the two groups of teachers. They were teacher-administrator relationship and student achievement. In both respects, teachers in the district without uniforms responded more positively. The results of this study should be used when reviewing current policy or considering new policy on school uniforms.
-
SCHOOL CHOICE IN SECONDARY SCHOOLS: A CASE STUDY ON PARENTAL DECISION FACTORS FOR HIGH SCHOOL SELECTION IN THE COVID-19 ERASchool selection options place parents at the center of the school choice sector and create market forces that shape schools and impact students. High school selection in a school choice environment has ramifications for parents, students, school leaders, school marketers and policy makers. An understanding of the factors that parents use to make their high school decisions is important for all stakeholders in a high school choice environment as selection factors may shape the educational landscape of communities. Using a mixed-methods case study approach, this study sought to determine the primary marketable factors that parents in a mid-sized urban public school system use to make high school selections, the sources of information they rely on to make their decisions, how their perceptions of public schools may influence their selection, the types of choice perspectives they employ in selecting schools, and whether COVID-19 responses by the schools impacted their decisions. Parents in this study most often used the primary selection factors of social and specialized programs and athletics and academics and college and career readiness, followed by school safety, respectively. Parents most often used the perspectives of rational choice and social capital in their decision-making. Parents also focused greatly on their child’s needs and desires in making their selections, tried to ensure the success of their child by selecting schools with preferred peer influences, and sought a school that “best fit” their child. Further research should be considered to determine the connections between student needs and desires and parent selection and the outcomes of their selections. Further research may also include expansion to private school and cyber and virtual schooling parents.
-
#BlackGirlsMatter: African American Girls’ Experiences with School Discipline Practices and Their Academic Identity in Middle SchoolThis qualitative study explored the relationship between ten African American girls’ experiences with discipline practices and their academic identity in middle school. In the U.S., Black girls continue to suffer from inequitable treatment in school discipline resulting in disparate academic outcomes and have higher suspension rates than all other students including boys. This study attempted to answer the central question: what is the relationship between students’ experiences with school discipline practices and their academic identity? Ten African American girls associated with a middle school in New York fit the following criteria: (1) students in grades 6-8; a female student (2) self-identified as being African American (3) have received an out of school suspension in the previous school year. A one-on-one interview was conducted with the girls individually. The five major themes were related to: (a) good vs. bad student, (b) strict rules, (c) negative and positive teacher-student relationships, (d) different treatment by black and white teachers, and (e) role of peers. The conclusions derived from the study were: (1) African American girls educational experiences are influenced by teachers’ and administrators’ lack of cultural knowledge and understanding; thus, teachers and administrators can reflect how their biases manifest themselves in disciplinary actions, educational outcomes and student participation (2) teachers and administrators can work together to develop different ways to support African Americans to feel welcome and safe in school. (3) Teachers and administrators need to review and revise the current school discipline policies that are too harsh. Addressing these issues will help support African American girls to be successful in middle school.
