Date of Award

8-2009

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Executive Leadership

First Supervisor

Mary S. Collins

Second Supervisor

Julius Gregg Adams

Abstract

Evidence indicates that after-school programs are beneficial to children in the elementary school years, especially when they target more than just problem behaviors, but also focus on a wide range of positive developmental outcomes such as critical tihink.ing, self-awareness and self-confidence (Catalano et al., 2002). The most effective programs (a) target problem prevention and competency promotion simultaneously, (b) are well integrated into the school or community context (Weissberg & O' Brien, 2004), and (c) focus on social and emotional development (Catalano et al., 2002; Elias et al., 1997). The present study examined the effects of participation in a community-based after-school program for a sample of elementary school-aged African American males. This study was a mixed-method descriptive analysis of a school-centered evidence-based curriculum introduced in the after-school setting. Further, it explored the efficacy and fidelity of the evidence-based curriculum used as a strategy to enhance the development of African American males. This study employed descriptive and inferential statistics and used qualitative techniques to gather additional data. It used the Teacher-Child Rating scale:, a pre-developed scientifically reliable and valid instrument that assesses a child' s social emotional competence according to four subscales: task orientation, behavior control, assertiveness, and peer social skills. In addition, staff focus group interviews were used as a means to gather other supportive empirical data. Findings of this study suggested a need for further investigation. Data demonstrated positive gains for youth who were more frequently exposed to the after-school program (and curriculum) and data supported the potential future use of this curriculum in the after-school context.

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