Davis-Bey, Charmaine Janelle
(2024)
It Takes a Village: A Mixed-Methods Study on Empowering Practices and Equitable Opportunities for Black High School Students in Ohio's 21st Century Community Learning Center (CCLC) Programs.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
This study addresses a critical problem of practice (POP) in Ohio's 21st Century Community Learning Centers (21st CCLC), specifically targeting marginalized Black high school students in Out-of-School Time (OST) programs. Declining attendance and reduced interest among students of color are key indicators of underlying issues such as limited opportunities for youth voice, choice, and leadership, alongside the challenge of inexperienced staff. These factors contribute to a disconnect affecting multiple stakeholders—students, families, staff, local school districts, and community buildings—thereby widening the equity gap. To address this problem, this study employed a Professional Learning Community (PLC) workshop, guided by the New York State Department of Education’s Culturally Relevant Sustaining Education (CRSE) framework, to enhance staff cultural competency and empathy, following an iteration of a Plan-Do-Study-Act (PDSA) cycle. I also collected data from participants who attended similar workshop experiences to assess the impact on the same targeted population. Inquiry focused on the effects of the PLC on staff cultural competency and empathy, its translation to support for youth voice in programming, challenges encountered, and the effectiveness of evaluation methods. I utilized a qualitative study with descriptive quantitative element methodological approach within a constructivist research paradigm, integrating pre- and post- workshop assessments and program engagement surveys with qualitative participant workshop feedback and semi-structured interviews. Overall, the data showed a positive impact in staff understanding and practical application of cultural competency and empathy knowledge and resources. This test of change produced positive results upon which future iterations of the PLC workshop could be enhanced and implemented.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
| Creators | Email | Pitt Username | ORCID  |
|---|
| Davis-Bey, Charmaine Janelle | cjd114@pitt.edu | cjd114 | |
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| ETD Committee: |
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| Date: |
28 August 2024 |
| Date Type: |
Publication |
| Defense Date: |
21 June 2024 |
| Approval Date: |
28 August 2024 |
| Submission Date: |
12 August 2024 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
165 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Learning Sciences and Policy |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Black high school students, Out-of-School Time (OST) programs, 21st CCLC, Ohio, State Education Agency, Attendance, Youth Voice, Youth Choice, Youth Leadership, Engagement, Empowerment, Culturally Relevant Pedagogy, Equity Gap, Professional Development, Professional Learning Community (PLC) workshop, Culturally Relevant Sustaining Education (CRSE), Plan-Do-Study-Act (PDSA) cycle, Cultural Competency and Empathy, Constructivist Epistemology |
| Date Deposited: |
28 Aug 2024 18:00 |
| Last Modified: |
28 Aug 2024 18:00 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/46915 |
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