Using Systems Theory to Promote Academic Success for African American Males

Autor/inn/en	Orrock, Jason; Clark, Mary Ann
Titel	Using Systems Theory to Promote Academic Success for African American Males
Quelle	In: Urban Education, 53 (2018) 8, S.1013-1042 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085915613546
Schlagwörter	Systems Approach; Academic Achievement; African American Students; Males; Self Concept; Outcomes of Education; At Risk Students; One Parent Family; Socioeconomic Status; Masculinity; Teaching Methods; Minority Group Students; Parent Participation; After School Programs; Mentors; High School Students; Student Attitudes; Teacher Student Relationship; Family Role + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Selbstkonzept; Lernleistung; Schulerfolg; Single parent family; Ein-Eltern-Familie; Socio-economic status; Sozioökonomischer Status; Männlichkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Elternmitwirkung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; High school; High schools; Oberschule; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Through an ecological systems perspective, this study explores factors that influence successful academic achievement for African American males in at-risk settings. This qualitative study examines factors that contribute to the successful academic achievement for African American males from at-risk populations. The researchers explore African American boys' lived experiences and what contributes to their success in school. Educators and counselors are able to encourage African American male engagement in academics by understanding the interconnectedness of lived systems. This study explores the interdependency of systems in the development of self-concept for these youth. Findings suggest the value of using a systems model and approach when working with African American males in public schools to improve post-secondary outcomes. These findings have implications for promoting academic success through family, school, and community involvement for African American males. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01