Partnership with a School System to Implement an Africentric Rites of Passage Program for Middle School Black Boys

Autor/inn/en	Williams, Otis; Davis, Julius; Cox, Mark
Titel	Partnership with a School System to Implement an Africentric Rites of Passage Program for Middle School Black Boys
Quelle	In: Psychology in the Schools, 60 (2023) 12, S.5099-5114 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williams, Otis) ORCID (Davis, Julius) ORCID (Cox, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.23092
Schlagwörter	African Americans; Males; Afrocentrism; Cultural Influences; Grade 7; Grade 8; School Community Programs; Ceremonies; Adolescent Development; Middle School Students + Suchen Sie Ihr Suchwort? Afroamerikaner; Male; Männliches Geschlecht; Afro-centrisme; Afrozentrismus; Cultural influence; Kultureinfluss; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Zeremoniell; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This article shares how three African-centered Black men partnered with a school system to develop and implement an Africentric rites of passage program for seventh- and eighth-grade Black male students. The proposed school-based intervention aimed to socialize, educate, and cultivate Black boys in preparation for manhood. Theoretically, the conceptual framework was anchored in African paradigms from Afrocentricity, Kawaida, and Pan-Africanism. The authors provided an overview of the program, which included the program structure, activities, and events. We concluded with a discussion of program challenges and recommendations for future research and program implementation. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01