Assessing the Impact of Separate Schooling for African American Male Adolescents

Abstract

An instructional program designed specifically for African American male adolescents was examined to determine its impact on participating students' school adjustment and achievement. Participants in the study were 20 African American male students (Grades 6 through 8) who attended a specialized, self-contained program located on a middle school campus and a matched group of 20 students who remained in the mainstream academic setting. Self-report data on students' perceived competence and perceptions of support from significant others were collected, as well as archival data on students' attendance and course grades. Consistent with a goodness-of-fit model, experimental class participants perceived themselves more academically competent, rated their teachers and classmates as more supportive, and attended school on a more regular basis when compared to students in the mainstream program. Results were discussed in terms of the need for more effective academic interventions for at-risk youth and the concomitant need for broader social change.