Voices Unheard: How African American Males at a Juvenile Justice School Narrate Their Experience / Victor Samuel Martin Jr.

Format:

Book

Thesis/Dissertation

Author/Creator:

Martin, Victor Samuel, Jr., author.

Contributor:

Nakkula, Michael, degree supervisor.

Watts, Caroline, degree committee member.

Stevenson, Howard, degree committee member.

University of Pennsylvania. Educational Leadership, degree granting institution.

Language:

English

Subjects (All):

Educational leadership.

African American studies.

Gender studies.

Secondary education.

Black studies.

Educational Leadership--Penn dissertations.

Penn dissertations--Educational Leadership.

Local Subjects:

Educational leadership.

African American studies.

Gender studies.

Secondary education.

Black studies.

Educational Leadership--Penn dissertations.

Penn dissertations--Educational Leadership.

Genre:

Academic theses.

Physical Description:

1 online resource (106 pages)

Contained In:

Dissertation Abstracts International 79-05A(E).

Place of Publication:

[Philadelphia, Pennsylvania]: University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2017.

Language Note:

English

System Details:

Mode of access: World Wide Web.

text file

Summary:

Juvenile Justice schools are established with the best of intentions. Whether they assist with graduation completion, provide vocational skills, or serve as an opportunity for students to return to their traditional high school, these schools provide students with opportunities to access educational opportunities during their confinement. However, what is lacking in these schools is the voice of these students in their design and evaluation. The incorporation of their voice could enhance their experience while detained and opportunities once their placement has concluded.

This qualitative phenomenological study shares the unique experiences of a group of African American male students that attended the Jones Juvenile Detention Center, a secure pre and post-disposition facility serving adolescents in the mid-Atlantic region. It asks, how do African American male high schoolers narrate their experience of attending a juvenile justice education program? 2. What perceptions do these students have regarding the academic and social supports provided during their placement? 3. How can this information be used to assist in the future design of disciplinary-based alternative programs locally, as well as nationally? The intent of this research study is to enhance the instructional and social opportunities for the students in attendance, provide a forum for this population of students to share their academic journey, and provide the educational field with insights from one program as academic leaders design alternative education programs based on disciplinary action for students.

Notes:

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Advisors: Michael Nakkula; Committee members: Howard Stevenson; Caroline Watts.

Department: Educational Leadership.

Ed.D. University of Pennsylvania 2017.

Local Notes:

School code: 0175

ISBN:

9780355588736

Access Restriction:

Restricted for use by site license.