A mixed‐methods study of a social emotional curriculum for Black male success: A school‐based pilot study of the Brothers of Ujima
The purpose of this study is to evaluate the effects of a social emotional learning curriculum, Brothers of Ujima, for children at risk for being referred for placement in emotional and behavioral support classrooms. The Brothers of Ujima is a strength‐based culturally relevant intervention for Afri...
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| Veröffentlicht in: | Psychology in the schools 2018-01, Vol.55 (1), p.76-84 |
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| creator | Graves, Scott L. Aston, Candice |
| description | The purpose of this study is to evaluate the effects of a social emotional learning curriculum, Brothers of Ujima, for children at risk for being referred for placement in emotional and behavioral support classrooms. The Brothers of Ujima is a strength‐based culturally relevant intervention for African American boys aged 10–14. The purpose of the 14‐week program is to strengthen positive self‐esteem, ethnic identity, and prosocial behaviors while reducing negative behaviors among boys. The curriculum objectives are for boys to critically assess myths and stereotypes of African Americans presented in the media, to help boys develop creative thinking and leadership skills, to increase appreciation of African and African American culture, and to learn adaptive coping skills when faced with discrimination. This study is the first to evaluate this curriculum in a school‐based setting. Fourteen 6th‐ and 7th‐grade students participated in the intervention. Results show that males demonstrated an increase in Afrocentric values, but not in racial identity or resiliency. Teacher interviews showed that the intervention was feasible for a school setting; however, modifications to format and lessons content should be undertaken for future studies. |
| doi_str_mv | 10.1002/pits.22088 |
| format | Article |
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The Brothers of Ujima is a strength‐based culturally relevant intervention for African American boys aged 10–14. The purpose of the 14‐week program is to strengthen positive self‐esteem, ethnic identity, and prosocial behaviors while reducing negative behaviors among boys. The curriculum objectives are for boys to critically assess myths and stereotypes of African Americans presented in the media, to help boys develop creative thinking and leadership skills, to increase appreciation of African and African American culture, and to learn adaptive coping skills when faced with discrimination. This study is the first to evaluate this curriculum in a school‐based setting. Fourteen 6th‐ and 7th‐grade students participated in the intervention. Results show that males demonstrated an increase in Afrocentric values, but not in racial identity or resiliency. Teacher interviews showed that the intervention was feasible for a school setting; however, modifications to format and lessons content should be undertaken for future studies.</description><identifier>ISSN: 0033-3085</identifier><identifier>EISSN: 1520-6807</identifier><identifier>DOI: 10.1002/pits.22088</identifier><language>eng</language><publisher>Hoboken: Wiley-Blackwell</publisher><subject>African American Culture ; African American Students ; African Americans ; Afrocentric ; Afrocentrism ; Appreciation ; At risk populations ; At Risk Students ; Behavior Problems ; Black culture ; Black male ; Boys ; Classrooms ; Coping ; Coping strategies ; Creative Thinking ; Creativity ; Culturally Relevant Education ; Curricula ; Curriculum ; Discrimination ; Early Adolescents ; Emotional Development ; Emotional Problems ; Emotions ; Ethnic identity ; Ethnic Stereotypes ; Ethnicity ; Grade 6 ; Grade 7 ; Intervention ; Interviews ; Leadership ; Males ; Mixed methods research ; Mythology ; Pilot projects ; Preadolescents ; Prosocial Behavior ; Racial Identification ; Racial identity ; Racial stereotypes ; Resilience ; Resilience (Psychology) ; Self Esteem ; Siblings ; Skills ; Social Development ; Stereotypes ; Teacher Attitudes</subject><ispartof>Psychology in the schools, 2018-01, Vol.55 (1), p.76-84</ispartof><rights>2017 Wiley Periodicals, Inc.</rights><rights>Copyright © 2018 Wiley Periodicals, Inc., A Wiley Company</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3238-b7be10353c6de49c71e79422830d1039daacbf202e8a058d253acffba1a0c0993</citedby><cites>FETCH-LOGICAL-c3238-b7be10353c6de49c71e79422830d1039daacbf202e8a058d253acffba1a0c0993</cites><orcidid>0000-0002-7680-422X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fpits.22088$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fpits.22088$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,30999,33774,45574,45575</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1163578$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Graves, Scott L.</creatorcontrib><creatorcontrib>Aston, Candice</creatorcontrib><title>A mixed‐methods study of a social emotional curriculum for Black male success: A school‐based pilot study of the Brothers of Ujima</title><title>Psychology in the schools</title><description>The purpose of this study is to evaluate the effects of a social emotional learning curriculum, Brothers of Ujima, for children at risk for being referred for placement in emotional and behavioral support classrooms. The Brothers of Ujima is a strength‐based culturally relevant intervention for African American boys aged 10–14. The purpose of the 14‐week program is to strengthen positive self‐esteem, ethnic identity, and prosocial behaviors while reducing negative behaviors among boys. The curriculum objectives are for boys to critically assess myths and stereotypes of African Americans presented in the media, to help boys develop creative thinking and leadership skills, to increase appreciation of African and African American culture, and to learn adaptive coping skills when faced with discrimination. This study is the first to evaluate this curriculum in a school‐based setting. Fourteen 6th‐ and 7th‐grade students participated in the intervention. Results show that males demonstrated an increase in Afrocentric values, but not in racial identity or resiliency. Teacher interviews showed that the intervention was feasible for a school setting; however, modifications to format and lessons content should be undertaken for future studies.</description><subject>African American Culture</subject><subject>African American Students</subject><subject>African Americans</subject><subject>Afrocentric</subject><subject>Afrocentrism</subject><subject>Appreciation</subject><subject>At risk populations</subject><subject>At Risk Students</subject><subject>Behavior Problems</subject><subject>Black culture</subject><subject>Black male</subject><subject>Boys</subject><subject>Classrooms</subject><subject>Coping</subject><subject>Coping strategies</subject><subject>Creative Thinking</subject><subject>Creativity</subject><subject>Culturally Relevant Education</subject><subject>Curricula</subject><subject>Curriculum</subject><subject>Discrimination</subject><subject>Early Adolescents</subject><subject>Emotional Development</subject><subject>Emotional Problems</subject><subject>Emotions</subject><subject>Ethnic identity</subject><subject>Ethnic Stereotypes</subject><subject>Ethnicity</subject><subject>Grade 6</subject><subject>Grade 7</subject><subject>Intervention</subject><subject>Interviews</subject><subject>Leadership</subject><subject>Males</subject><subject>Mixed methods research</subject><subject>Mythology</subject><subject>Pilot projects</subject><subject>Preadolescents</subject><subject>Prosocial Behavior</subject><subject>Racial Identification</subject><subject>Racial identity</subject><subject>Racial stereotypes</subject><subject>Resilience</subject><subject>Resilience (Psychology)</subject><subject>Self Esteem</subject><subject>Siblings</subject><subject>Skills</subject><subject>Social Development</subject><subject>Stereotypes</subject><subject>Teacher Attitudes</subject><issn>0033-3085</issn><issn>1520-6807</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>BHHNA</sourceid><recordid>eNp9kLFOwzAQhi0EEqWwsCNZYkNKOdtN47CVqkBRJZBo58hxHDUlwcWXCLoxMfOMPAkOQbAx3Z3v06fzT8gxgwED4OebosYB5yDlDumxkEMwkhDtkh6AEIEAGe6TA8Q1AEQxlz3yPqZV8Wqyz7ePytQrmyHFusm21OZUUbS6UCU1la0L--Q73ThX6KZsKppbRy9LpR9ppUpDsdHaIF7QMUW9srb0xlShyeimKG39Z61Xhl4664vDdl6ui0odkr1clWiOfmqfLK-mi8lNML-7nk3G80ALLmSQRqlhIEKhR5kZxjpiJoqHnEsBmX-PM6V0mnPgRioIZcZDoXSep4op0BDHok9OO-_G2efGYJ2sbeP8zzBhcTQSEYR86KmzjtLOIjqTJxvnj3TbhEHS5py0OSffOXv4pIONT-YXnN4yNhJh1O5Zt38pSrP9x5TczxYPnfMLnW6M_Q</recordid><startdate>201801</startdate><enddate>201801</enddate><creator>Graves, Scott L.</creator><creator>Aston, Candice</creator><general>Wiley-Blackwell</general><general>Wiley Subscription Services, Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7U4</scope><scope>BHHNA</scope><scope>DWI</scope><scope>WZK</scope><orcidid>https://orcid.org/0000-0002-7680-422X</orcidid></search><sort><creationdate>201801</creationdate><title>A mixed‐methods study of a social emotional curriculum for Black male success: A school‐based pilot study of the Brothers of Ujima</title><author>Graves, Scott L. ; Aston, Candice</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3238-b7be10353c6de49c71e79422830d1039daacbf202e8a058d253acffba1a0c0993</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>African American Culture</topic><topic>African American Students</topic><topic>African Americans</topic><topic>Afrocentric</topic><topic>Afrocentrism</topic><topic>Appreciation</topic><topic>At risk populations</topic><topic>At Risk Students</topic><topic>Behavior Problems</topic><topic>Black culture</topic><topic>Black male</topic><topic>Boys</topic><topic>Classrooms</topic><topic>Coping</topic><topic>Coping strategies</topic><topic>Creative Thinking</topic><topic>Creativity</topic><topic>Culturally Relevant Education</topic><topic>Curricula</topic><topic>Curriculum</topic><topic>Discrimination</topic><topic>Early Adolescents</topic><topic>Emotional Development</topic><topic>Emotional Problems</topic><topic>Emotions</topic><topic>Ethnic identity</topic><topic>Ethnic Stereotypes</topic><topic>Ethnicity</topic><topic>Grade 6</topic><topic>Grade 7</topic><topic>Intervention</topic><topic>Interviews</topic><topic>Leadership</topic><topic>Males</topic><topic>Mixed methods research</topic><topic>Mythology</topic><topic>Pilot projects</topic><topic>Preadolescents</topic><topic>Prosocial Behavior</topic><topic>Racial Identification</topic><topic>Racial identity</topic><topic>Racial stereotypes</topic><topic>Resilience</topic><topic>Resilience (Psychology)</topic><topic>Self Esteem</topic><topic>Siblings</topic><topic>Skills</topic><topic>Social Development</topic><topic>Stereotypes</topic><topic>Teacher Attitudes</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Graves, Scott L.</creatorcontrib><creatorcontrib>Aston, Candice</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts (Ovid)</collection><jtitle>Psychology in the schools</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Graves, Scott L.</au><au>Aston, Candice</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1163578</ericid><atitle>A mixed‐methods study of a social emotional curriculum for Black male success: A school‐based pilot study of the Brothers of Ujima</atitle><jtitle>Psychology in the schools</jtitle><date>2018-01</date><risdate>2018</risdate><volume>55</volume><issue>1</issue><spage>76</spage><epage>84</epage><pages>76-84</pages><issn>0033-3085</issn><eissn>1520-6807</eissn><abstract>The purpose of this study is to evaluate the effects of a social emotional learning curriculum, Brothers of Ujima, for children at risk for being referred for placement in emotional and behavioral support classrooms. The Brothers of Ujima is a strength‐based culturally relevant intervention for African American boys aged 10–14. The purpose of the 14‐week program is to strengthen positive self‐esteem, ethnic identity, and prosocial behaviors while reducing negative behaviors among boys. The curriculum objectives are for boys to critically assess myths and stereotypes of African Americans presented in the media, to help boys develop creative thinking and leadership skills, to increase appreciation of African and African American culture, and to learn adaptive coping skills when faced with discrimination. This study is the first to evaluate this curriculum in a school‐based setting. Fourteen 6th‐ and 7th‐grade students participated in the intervention. Results show that males demonstrated an increase in Afrocentric values, but not in racial identity or resiliency. Teacher interviews showed that the intervention was feasible for a school setting; however, modifications to format and lessons content should be undertaken for future studies.</abstract><cop>Hoboken</cop><pub>Wiley-Blackwell</pub><doi>10.1002/pits.22088</doi><tpages>9</tpages><orcidid>https://orcid.org/0000-0002-7680-422X</orcidid></addata></record> |
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| source | Sociological Abstracts; Access via Wiley Online Library; Applied Social Sciences Index & Abstracts (ASSIA); Education Source |
| subjects | African American Culture African American Students African Americans Afrocentric Afrocentrism Appreciation At risk populations At Risk Students Behavior Problems Black culture Black male Boys Classrooms Coping Coping strategies Creative Thinking Creativity Culturally Relevant Education Curricula Curriculum Discrimination Early Adolescents Emotional Development Emotional Problems Emotions Ethnic identity Ethnic Stereotypes Ethnicity Grade 6 Grade 7 Intervention Interviews Leadership Males Mixed methods research Mythology Pilot projects Preadolescents Prosocial Behavior Racial Identification Racial identity Racial stereotypes Resilience Resilience (Psychology) Self Esteem Siblings Skills Social Development Stereotypes Teacher Attitudes |
| title | A mixed‐methods study of a social emotional curriculum for Black male success: A school‐based pilot study of the Brothers of Ujima |
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