Positive Impacts of a Sport Intervention on Male Students of Color and School Climate

Autor/inn/en	Mala, Jesse; Corral, Michael D.; McGarry, Jennifer E.; Macauley, Charles D. T.; Arinze, Nneka A.; Ebron, Kolin
Titel	Positive Impacts of a Sport Intervention on Male Students of Color and School Climate
Quelle	In: Research Quarterly for Exercise and Sport, 93 (2022) 1, S.36-52 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mala, Jesse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
DOI	10.1080/02701367.2020.1789039
Schlagwörter	Educational Environment; Males; African American Students; Hispanic American Students; Multiracial Persons; Minority Group Students; Program Effectiveness; Intervention; Athletics; Youth Programs; At Risk Students; Early Adolescents; Preadolescents; Peer Relationship; Student School Relationship; Interpersonal Competence; Grade 5; Grade 6; Grade 7; Grade 8 + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Mischling; Leichtathletik; Jugendsofortprogramm; Pre-adolescence; Präadoleszenz; Peer-Beziehungen; Schüler-Lehrer-Beziehung; Interpersonale Kompetenz; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	A positive school climate is strongly associated with enhanced student outcomes. With the disengagement of Black and Latinx youth living in poverty being at an all-time high, participation in sport-based youth development (SBYD) programs may enhance school climate, while capitalizing on existing interests. Purpose: The purpose of this study was to examine the impact of a SBYD intervention on male students of color and school climate. Method: Using a mixed-methods quasi-experimental design, 32 male students of color (11 Black, 13 Latinx, 8 two or more races) participated in an SBYD intervention, twice a week for a total of 20 weeks (Ages 10-14, M = 11.46). School climate data were gathered at the beginning and the end of the school year. Student, teacher, and administrator focus groups and interviews were also conducted at the end of the year. Results: A statistically significant interaction was found between students who participated in the intervention and those who did not participate in the intervention, on school climate measures F(1,74) = 15.00, p < 0.01, partial [eta][superscript 2] = 0.17. Overall school climate scores were statistically significantly greater in the intervention group (F(1,74) = 19.22, p < 0.01, partial [eta][superscript 2] = 0.20) at the end of the year. Focus group data also revealed themes of improved school connectedness, peer support, the acquisition of social/civic skills, and school engagement. Conclusions: A SBYD intervention may be a viable strategy to engage disconnected students and increase school climate perceptions, particularly among male students of color living in poverty. [This study was presented at the 2017 American Educational Research Association conference in San Antonio, Texas.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01