Self-determination and Student Engagement Among Three Black High School Males.
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| Title: | Self-determination and Student Engagement Among Three Black High School Males. |
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| Authors: | Parker, Janise S.1 jparker@wm.edu, Wilkins, Bryan2 |
| Source: | Journal of African American Males in Education. Fall2018, Vol. 9 Issue 2, p45-72. 28p. |
| Subject Terms: | *Autonomy (Psychology), *Student engagement, *Students with disabilities |
| Abstract: | Extant research shows that self-determination skill promotion increases secondary students with disabilities' capacity to engage in general education classrooms. However, little research has investigated how self-determination skills interact with indicators of student engagement among nondisabled underachieving adolescents. Furthermore, even though the ninth grade is a critical transition year, no studies in this area of research have specifically focused on Black ninth grade males' educational experiences. The purpose of this study was to understand how self-determination skills interacted with three non-disabled, underachieving, ninth grade Black males' engagement in school. The participants were a part of a larger study, in which the first author recruited ten ninth grade males from a public laboratory school to understand their perceptions of classroom autonomy support. We employed qualitative case study methodology and used a deductive process to analyze the data. We found three self-determination skills as interacting with the participants' engagement in school: (a) self-awareness, (b) self-regulation, and (c) expressing preferences. This study shows that although understudied, Black male students' self-directed use of multiple self-determination skills may cultivate their engagement in school. We conclude this paper with a discussion of implications for practice, limitations, and future research directions. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of African American Males in Education is the property of Journal of African American Males in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 134141148 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Self-determination and Student Engagement Among Three Black High School Males. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Parker%2C+Janise+S%2E%22">Parker, Janise S.</searchLink><relatesTo>1</relatesTo><i> jparker@wm.edu</i><br /><searchLink fieldCode="AR" term="%22Wilkins%2C+Bryan%22">Wilkins, Bryan</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+African+American+Males+in+Education%22">Journal of African American Males in Education</searchLink>. Fall2018, Vol. 9 Issue 2, p45-72. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Extant research shows that self-determination skill promotion increases secondary students with disabilities' capacity to engage in general education classrooms. However, little research has investigated how self-determination skills interact with indicators of student engagement among nondisabled underachieving adolescents. Furthermore, even though the ninth grade is a critical transition year, no studies in this area of research have specifically focused on Black ninth grade males' educational experiences. The purpose of this study was to understand how self-determination skills interacted with three non-disabled, underachieving, ninth grade Black males' engagement in school. The participants were a part of a larger study, in which the first author recruited ten ninth grade males from a public laboratory school to understand their perceptions of classroom autonomy support. We employed qualitative case study methodology and used a deductive process to analyze the data. We found three self-determination skills as interacting with the participants' engagement in school: (a) self-awareness, (b) self-regulation, and (c) expressing preferences. This study shows that although understudied, Black male students' self-directed use of multiple self-determination skills may cultivate their engagement in school. We conclude this paper with a discussion of implications for practice, limitations, and future research directions. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of African American Males in Education is the property of Journal of African American Males in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=134141148 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 45 Subjects: – SubjectFull: Autonomy (Psychology) Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Students with disabilities Type: general Titles: – TitleFull: Self-determination and Student Engagement Among Three Black High School Males. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Parker, Janise S. – PersonEntity: Name: NameFull: Wilkins, Bryan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Fall2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 21539065 Numbering: – Type: volume Value: 9 – Type: issue Value: 2 Titles: – TitleFull: Journal of African American Males in Education Type: main |
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