Hudley, C. A. (1995). Assessing the Impact of Separate Schooling for African American Male Adolescents. Journal of Early Adolescence, 15(1), 38-57.

Reports on an instructional program designed specifically for African-American male adolescents, examining its impact on students’ school adjustment & achievement. The 20 participants, in grades 6-8, are compared with a matched group of 20 students who remained in the mainstream academic setting. Self-report data on students’ perceived competence & perceptions of support from significant others were collected, as well as archival data on students’ attendance & course grades. Consistent with a goodness-of-fit model, participants perceived themselves more academically competent, rated their teachers & classmates as more supportive, & attended school on a more regular basis in comparison to students in the mainstream program. Results are discussed in terms of the need for more effective academic interventions for at-risk youth & the concomitant need for broader social change. 4 Tables, 24 References. Adapted from the source document.

Full article can be found here:

http://journals.sagepub.com/doi/abs/10.1177/0272431695015001004