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Beat Out Your Own Rhythm: A Study of Public School Step Teams' Influence on Academic Identification and Academic Motivation Among African American Males

Brown, Landon
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1523967820981611

Abstract Details

2018, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
Public school stakeholders continue to appeal for quality educational outcomes for African American male students. This continuous outcry has led researchers to study critical subgroups from a framework of excellence in order to justify the need to restructure urban schools and expand the coverage of cultural identities. This research seeks to determine if a culturally relevant extracurricular activity can influence African American males’ academic motivation and identification with academics. The current investigation proposes to conduct this study using a posttest only design with nonequivalent groups approach. This investigation examines a public school step team’s influence on academic identification and motivation among African American male students. Specifically, this study uses the Identification with Academics Scale (IAS) and the Academic Motivation Scale (AMS) in order to determine if a statistical difference existed between participants and non-participants in the step team program. This study was the first known examination of a step team program in relation to enhancing identification to academics or academic motivation. Results indicated that step team participants’ identification to academics and intrinsic motivation scores were higher than non-participant peers, but not statistically significant. However, there was a statistically significant outcome in relation to step team participants’ extrinsic motivation scores when compared to non-participant peers. Additionally, reported academic performance revealed a statistically significant interaction effect with step team membership and identification to academics score.
Karen Larwin, PhD (Advisor)
Lauren Cummins, PhD (Committee Member)
James Earl Davis, PhD (Committee Member)
Patrick Spearman, PhD (Committee Member)
105 p.
African American Studies; African Americans; Black Studies; Dance; Performing Arts; Teacher Education
academic motivation; African American males; Black; identification with academics; step teams

Recommended Citations

Citations

  • Brown, L. (2018). Beat Out Your Own Rhythm: A Study of Public School Step Teams' Influence on Academic Identification and Academic Motivation Among African American Males [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1523967820981611

    APA Style (7th edition)

  • Brown, Landon. Beat Out Your Own Rhythm: A Study of Public School Step Teams' Influence on Academic Identification and Academic Motivation Among African American Males. 2018. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1523967820981611.

    MLA Style (8th edition)

  • Brown, Landon. "Beat Out Your Own Rhythm: A Study of Public School Step Teams' Influence on Academic Identification and Academic Motivation Among African American Males." Doctoral dissertation, Youngstown State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1523967820981611

    Chicago Manual of Style (17th edition)

ysu1523967820981611
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This open access ETD is published by Youngstown State University and OhioLINK.