Development of "Black to Success": A Culturally Enriched Social Skills Program for Black Adolescent Males

Autor/inn/en	Heidelburg, Kamontá; Collins, Tai A.
Titel	Development of "Black to Success": A Culturally Enriched Social Skills Program for Black Adolescent Males
Quelle	In: School Psychology Review, 52 (2023) 3, S.316-329 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heidelburg, Kamontá) ORCID (Collins, Tai A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.2001691
Schlagwörter	Culturally Relevant Education; Interpersonal Competence; Skill Development; Success; Males; Adolescents; Social Emotional Learning; Racial Identification; African American Students; Junior High School Students; Grade 7; Grade 8; Program Evaluation + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Erfolg; Male; Männliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Junior High Schools; Sekundarstufe I; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Programme evaluation; Programmevaluation
Abstract	Within schools across the nation, disproportionality in school discipline policies and practices continues to impact many racially and ethnically minoritized (REM) students. To combat the detrimental implications of discipline disproportionality, systemic changes to policies, practices, and accountability for teachers and school staff are required. Additionally, more culturally responsive social-emotional learning programs and interventions intended for Black males are needed to teach and promote culturally relevant prosocial behaviors. The current study sought to collect evidence from leading experts regarding the cultural validity of a culturally enriched social skills program for Black male adolescents titled "Black to Success" (B2S). Feedback from experts was integrated into the B2S curriculum to foster effectiveness and appropriateness for Black male participants. Results suggest that experts agreed or strongly agreed that the ten social skills and instructional strategies within B2S were important and culturally relevant, and included activities that promote positive racial/ethnic identity development of Black adolescent males. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01