"Everybody is an Artist": Arts-based Education and Formerly Incarcerated Young Black Men's Academic and Social-Emotional Development in an Alternative School.
Identifieur interne : 000659 ( Main/Exploration ); précédent : 000658; suivant : 000660"Everybody is an Artist": Arts-based Education and Formerly Incarcerated Young Black Men's Academic and Social-Emotional Development in an Alternative School.
Auteurs : Charles H. Lea [États-Unis] ; Angela Malorni [États-Unis] ; Tiffany M. Jones [États-Unis]Source :
- American journal of community psychology [ 1573-2770 ] ; 2019.
Descripteurs français
- KwdFr :
- Adolescent (MeSH), Adulte (MeSH), Afro-Américains (enseignement et éducation), Art (MeSH), Changement social (MeSH), Enseignement (MeSH), Entretiens comme sujet (MeSH), Groupes de discussion (MeSH), Humains (MeSH), Jeune adulte (MeSH), Mâle (MeSH), Observation (MeSH), Recherche qualitative (MeSH), Émotions (MeSH), Établissements scolaires (MeSH).
- MESH :
- enseignement et éducation : Afro-Américains.
- Adolescent, Adulte, Art, Changement social, Enseignement, Entretiens comme sujet, Groupes de discussion, Humains, Jeune adulte, Mâle, Observation, Recherche qualitative, Émotions, Établissements scolaires.
English descriptors
- KwdEn :
- MESH :
- education : African Americans.
- Adolescent, Adult, Art, Emotions, Focus Groups, Humans, Interviews as Topic, Male, Observation, Qualitative Research, Schools, Social Change, Teaching, Young Adult.
Abstract
Although arts-based programming is shown to positively influence the development of youth exposed to adversity, little is known about the influence these programs have on formerly incarcerated emerging adult Black men enrolled in an alternative school. With educational resilience as a guiding framework, this qualitative case study explored the ways in which an arts-based program in the context of an alternative school designed for formerly incarcerated young people facilitates emerging adult Black men's academic and social-emotional development. Data collection consisted of observations and interviews with school personnel and formerly incarcerated Black male students. Analysis and interpretation included a range of inductive techniques (coding, constant comparisons, and memoing). Results indicate that offering arts-based activities fostered an environment where students could build caring and supportive relationships with peers and school personnel. Instructional practices that integrated music and poetry provided meaningful opportunities for the young men to participate, which appeared to enhance their motivation and attitudes (self, others, learning, and school) and academic self-efficacy, and lessen their psychological and emotional distress. Study findings provide insights into how an arts-based program in an alternative school can improve healthy development and academic achievement among formerly incarcerated young Black men transitioning into adulthood.
DOI: 10.1002/ajcp.12378
PubMed: 31449678
Affiliations:
Links toward previous steps (curation, corpus...)
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Jones</name><affiliation wicri:level="2"><nlm:affiliation>School of Social Work, Colorado State University, Fort Collins, CO, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>School of Social Work, Colorado State University, Fort Collins, CO</wicri:regionArea><placeName><region type="state">Colorado</region></placeName></affiliation></author></analytic><series><title level="j">American journal of community psychology</title><idno type="eISSN">1573-2770</idno><imprint><date when="2019" type="published">2019</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Adolescent (MeSH)</term><term>Adult (MeSH)</term><term>African Americans (education)</term><term>Art (MeSH)</term><term>Emotions (MeSH)</term><term>Focus Groups (MeSH)</term><term>Humans (MeSH)</term><term>Interviews as Topic (MeSH)</term><term>Male (MeSH)</term><term>Observation (MeSH)</term><term>Qualitative Research (MeSH)</term><term>Schools (MeSH)</term><term>Social Change (MeSH)</term><term>Teaching (MeSH)</term><term>Young Adult (MeSH)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Adolescent (MeSH)</term><term>Adulte (MeSH)</term><term>Afro-Américains (enseignement et éducation)</term><term>Art (MeSH)</term><term>Changement social (MeSH)</term><term>Enseignement (MeSH)</term><term>Entretiens comme sujet (MeSH)</term><term>Groupes de discussion (MeSH)</term><term>Humains (MeSH)</term><term>Jeune adulte (MeSH)</term><term>Mâle (MeSH)</term><term>Observation (MeSH)</term><term>Recherche qualitative (MeSH)</term><term>Émotions (MeSH)</term><term>Établissements scolaires (MeSH)</term></keywords><keywords scheme="MESH" qualifier="education" xml:lang="en"><term>African Americans</term></keywords><keywords scheme="MESH" qualifier="enseignement et éducation" xml:lang="fr"><term>Afro-Américains</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Adolescent</term><term>Adult</term><term>Art</term><term>Emotions</term><term>Focus Groups</term><term>Humans</term><term>Interviews as Topic</term><term>Male</term><term>Observation</term><term>Qualitative Research</term><term>Schools</term><term>Social Change</term><term>Teaching</term><term>Young Adult</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Adolescent</term><term>Adulte</term><term>Art</term><term>Changement social</term><term>Enseignement</term><term>Entretiens comme sujet</term><term>Groupes de discussion</term><term>Humains</term><term>Jeune adulte</term><term>Mâle</term><term>Observation</term><term>Recherche qualitative</term><term>Émotions</term><term>Établissements scolaires</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Although arts-based programming is shown to positively influence the development of youth exposed to adversity, little is known about the influence these programs have on formerly incarcerated emerging adult Black men enrolled in an alternative school. With educational resilience as a guiding framework, this qualitative case study explored the ways in which an arts-based program in the context of an alternative school designed for formerly incarcerated young people facilitates emerging adult Black men's academic and social-emotional development. Data collection consisted of observations and interviews with school personnel and formerly incarcerated Black male students. Analysis and interpretation included a range of inductive techniques (coding, constant comparisons, and memoing). Results indicate that offering arts-based activities fostered an environment where students could build caring and supportive relationships with peers and school personnel. Instructional practices that integrated music and poetry provided meaningful opportunities for the young men to participate, which appeared to enhance their motivation and attitudes (self, others, learning, and school) and academic self-efficacy, and lessen their psychological and emotional distress. Study findings provide insights into how an arts-based program in an alternative school can improve healthy development and academic achievement among formerly incarcerated young Black men transitioning into adulthood.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">31449678</PMID><DateCompleted><Year>2020</Year><Month>06</Month><Day>12</Day></DateCompleted><DateRevised><Year>2020</Year><Month>06</Month><Day>12</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1573-2770</ISSN><JournalIssue CitedMedium="Internet"><Volume>64</Volume><Issue>3-4</Issue><PubDate><Year>2019</Year><Month>12</Month></PubDate></JournalIssue><Title>American journal of community psychology</Title><ISOAbbreviation>Am J Community Psychol</ISOAbbreviation></Journal><ArticleTitle>"Everybody is an Artist": Arts-based Education and Formerly Incarcerated Young Black Men's Academic and Social-Emotional Development in an Alternative School.</ArticleTitle><Pagination><MedlinePgn>333-347</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1002/ajcp.12378</ELocationID><Abstract><AbstractText>Although arts-based programming is shown to positively influence the development of youth exposed to adversity, little is known about the influence these programs have on formerly incarcerated emerging adult Black men enrolled in an alternative school. With educational resilience as a guiding framework, this qualitative case study explored the ways in which an arts-based program in the context of an alternative school designed for formerly incarcerated young people facilitates emerging adult Black men's academic and social-emotional development. Data collection consisted of observations and interviews with school personnel and formerly incarcerated Black male students. Analysis and interpretation included a range of inductive techniques (coding, constant comparisons, and memoing). Results indicate that offering arts-based activities fostered an environment where students could build caring and supportive relationships with peers and school personnel. Instructional practices that integrated music and poetry provided meaningful opportunities for the young men to participate, which appeared to enhance their motivation and attitudes (self, others, learning, and school) and academic self-efficacy, and lessen their psychological and emotional distress. 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