Person-centered educational practices in an urban alternative high school: the Black male perspective

ABSTRACT

This study used phenomenology/consensual qualitative research to investigate the experiences of six Black male students in an urban alternative high school that focused on person-centered and culturally relevant educational practices. Findings reveal the importance of student and staff relationships, the development of student self-awareness, and culturally sensitive pedagogy. Results add to the support of person-centered educational practices paired with culturally relevant curriculum in the education of impoverished Black male youth. Implications for counselors are discussed.

Wenig weiß man über die Wahrnehmungen verarmter schwarzer männlicher Jugendlicher bezüglich ihrer erzieherischen Bedürfnisse oder wie sie personzentrierte Erziehungspraktiken wahrnehmen. Diese Studie verwendete phänomenologische/konsens-orientierte qualitative Forschung, um die Erfahrungen von sechs schwarzen männlichen Schülern einer städtischen alternativen High School zu untersuchen, die sich auf personzentrierte und kulturell relevante Erziehungspraktiken konzentrierte. Befunde zeigen die Wichtigkeit der Beziehung zwischen Schülern und Lehrpersonal, die Entwicklung des Selbstbewusstseins der Schüler sowie einer Pädagogik, die ein Gespür hat für kulturelle Aspekte. Die Resultate unterstützen person-zentrierte Erziehungsmethoden, die gepaart sind mit einem kulturell relevanten Curriculum in der Erziehung von verarmten schwarzen männlichen Jugendlichen. Implikationen für Beratungspersonen werden diskutiert.

Poco se sabe acerca de las percepciones de la juventud masculina negra pobre, de sus necesidades educativas o la efectividad percibida de las prácticas educativas centradas en la persona. Este estudio utilizó la investigación cualitativa fenomenológica/consensual y las prácticas educativas culturalmente relevantes, para investigar la experiencia de seis estudiantes varones negros en una escuela secundaria urbana alternativa centrada en la persona. Los resultados revelan la importancia la relación entre estudiantes y docentes, el desarrollo de la autoconciencia del estudiante y de la pedagogía culturalmente sensible. Los resultados muestran el aporte de las prácticas educativas centradas en la persona acompañadas de currículo culturalmente pertinente, en la educación de la juventud masculina negra de bajos recursos. Se discuten las implicaciones para los counselors.

Peu de choses sont connues quant aux perceptions qu’ont les jeunes gens afro-américains précarisés de leur besoins éducatifs ou quant à l’efficacité perçue des pratiques éducatives centrées sur la personne. Cette étude utilise une recherche qualitative phénoménologie / consensus pour investiguer l’expérience de six étudiants masculins afro-américains d’une école secondaire urbaine alternative qui se concentre sur des pratiques éducatives centrées sur la personne et culturellement pertinentes. Les résultats mettent en évidence l’importance des relations entre les étudiants et le staff, le développement de la conscience de soi des étudiants et une pédagogie sensible aux aspects culturels. Les résultats confortent les pratiques éducatives centrées sur la personne associées à un programme culturellement pertinent dans l’éducation de jeunes afro-américains précarisés. Les implications pour les counselors sont discutées.

Pouco se sabe acerca das perceções dos jovens negros carenciados do sexo masculino acerca das suas necessidades educativas ou da eficácia percebida relativamente às práticas educativas centradas na pessoa. Este estudo recorreu a uma pesquisa fenomenológica qualitativa e consensual para investigar a vivência de seis alunos negros de sexo masculino numa escola secundária urbana alternativa, na qual se focam práticas educativas centradas na pessoa, culturalmente relevantes. Os dados revelam a importância do relacionamento entre alunos e funcionários, do desenvolvimento de uma tomada de consciência por parte dos estudantes e do uso de uma pedagogia sensível a aspetos culturais. Os resultados apoiam o recurso a práticas educativas centradas na pessoa, a par com um plano curricular culturalmente relevante, para a educação de jovens negros carenciados de sexo masculino. São discutidas as implicações para os counsellors.

KEYWORDS:

• Learner-centered education
• person-centered education
• black youth
• alternative education
• culturally-relevant pedagogy
• consensual qualitative research

Additional information

Notes on contributors

Christopher D. Slaten

Christopher D. Slaten, PhD, is an assistant professor of counseling psychology at the University of Missouri-Columbia. His research and publications have focused largely on advocating for school counselors to conduct more mental health services in K-12 settings, specifically related to counseling interventions that have a strong emphasis on marginalized youth and social justice initiatives. In addition, Dr Slaten has published papers that address the issue of belonging and how it impacts psychosocial, academic, and retention outcomes for youth and college students.

Aieyat Zalzala

Aieyat Zalzala, MSEd, is a doctoral candidate in the counseling psychology program at the Department of Educational Studies, Purdue University, West Lafayette, Indiana. She holds a BA in brain, behavior, and cognitive science from the University of Michigan, Ann Arbor and a MSEd in counseling psychology from Purdue University, West Lafayette, Indiana. Her research interests focus on intimate partner violence among Arab and Muslim populations. Her clinical experiences include assessment and counseling with diverse populations with various concerns (e.g. depression, anxiety, PTSD) at community mental health and college counseling centers.

Zachary M. Elison

Zachary M. Elison, MSEd is a doctoral candidate in Counseling Psychology at Purdue University, West Lafayette, IN where he also earned his master’s degree. He earned his Bachelors’ degree in philosophy from Brigham Young University. His research interests include identifying factors that impact belongingness in academic communities and understanding the negative effects of weight-based discrimination.

Kevin A. Tate

Kevin A. Tate, PhD, serves as Assistant Professor of Counselor Education at Marquette University, as well as Research Specialist with Marquette’s Equal Opportunity Program. His professional experience as a counselor and educator includes work with first generation college student support programs, a university career center, a community-based crisis center, a community college leadership program, and a shelter for those without homes. His research interests include the career development experience of oppressed populations, first generation college students, and liberation psychology.

Carrie A. Wachter Morris

Carrie Wachter Morris, PhD, is an Associate Professor of Counseling and Educational Development and the Coordinator of the School Counseling Track at the University of North Carolina at Greensboro. Her research interests include crisis prevention and intervention and innovation in counselor education pedagogy.