Male mentorship in community-based after-school programs for African-American middle school students

¶ … School African-American Males Who Are Attending a Community-Based After-School Program

ANTICIPATED RESEARCH METHODOLOGY

A qualitative case study would be conducted by the researcher. As described by Gay, Mills, and Airasian (2009), a case study explores and analyzes the behavioral patterns of an exclusive group over an extended period of time. In this approach the researcher analyzes the behavior of the participants while they participate in the intended activities and their response to the outside stimuli. (Gay, Mills, & Airasian, 2009) Case studies are bounded in an approach that connects time (existence) with a place (environment) (Stake, 2005). The case study approach provides the researcher with a stage to examine the patterns of behavior that the individuals portray.

PURPOSE OF THE RESEARCH

The purpose of the study is to explore the behaviors of middle-school African-American males who are attending a community-based after-school program. In addition to that, the study will explore how a community-based after-school program adheres to the different learning styles of African-American males and the program's vested interest in the use of male mentorship. (Gay, Mills, & Airasian, 2009)

The researcher will use the qualitative phenomenological design, which will support the case study. As indicated by Creswell (2009), phenomenological research is a descriptive approach that uses the inductive approach to describe an event or experience in the manner in which it is lived by the individual or group. (Creswell, 2009) The case study will enable the researcher to investigate the behavior patterns through the eyes of a designated group over an established period of time. (Gay, Mills, & Airasian, 2009).

The academic achievement and social maturity of the African-American male are topics of national concerns. For numerous urban settings, the community-based after-school program is an essential instrument for enriching the education status and eliminating the negative indicators associated with out-of-school time. This study, therefore, aims at identifying the behaviors of the middle-school African-American male who are attending a community-based after-school program. (Brock, 2009 & Williams, 2008).

This chapter will present an outline of the design for the research study that will include the participants and research setting, data collection, data analysis, role of the researcher, role of the participants, methodological assumption and limitation, trustworthiness, and ethical considerations. The research study will examine how a community-based after-school program focuses on the various learning styles of middle-school African-American males and the service of male mentorship in the program. The following research questions are used in the research study:

i. What perspectives do community-based program administrators have regarding the necessary characteristics of an after-school program for supporting male mentorship?

ii. What are the perceptions of participants associated with a community-based after-school program in an urban setting in Georgia for program effectiveness of male mentorship among students?

iii. What perceptions do program administrators have concerning the contributing factors which influence how an urban, community-based after-school program addresses the male mentoring of African-American males?

3. DATA COLLECTION

This section of the research highlights the type of data collected, the participants and research setting, the sample procedures and the facts in relation to the validity and authenticity and trustworthiness of the data.

3.1. Primary Data

Primary data can be defined as the first hand data that is collected by the researcher himself for the purpose of the research under consideration. This data is collected through a number of primary research tools, such as questionnaires, surveys, observations, interviews, both face-to-face and telephonic interviews, and focus groups. (Mcisaac & Goeree et al., 2007)

The research is based on the primary data, which will be from the administrators through the process of journaling, one to one interview and focus groups. The researcher will use the research question, in order to get an insight into the perception of the respondents in relation to the use of male mentorship with African-American males (11-14) in a community-based after-school program. The important procedures in relation to the collection of primary data are discussed below:

3.1.1. Participants and Research Setting

The participants of this study would be the administrators in a community based after school program. The researcher will conduct interviews with them so as to understand the issue under consideration in detail and use the collected data to further analyze the perception of the administrators in relation to the essential characteristics of a community based after school program and how well does this program address the male mentoring of the African-American males.

The research study will use participants from a community-based after-school program located in the Southwest section of Atlanta, Georgia. For research purposes, the writer will refer to the after-school location as the Dreamer's Urban Learning Center (pseudonym). The Dreamer's Urban Learning Center functions as a hub for reinforcement and a safe-net for out-of-school time among a population of 300 students.

The student population of the program is described as 90% African-American, 7% Hispanic, 2% Caucasian, and 1% other. In the Dreamer's Urban Learning Center, males account for 41% of the total population. The Dreamer's Urban Learning Center describes 94% of its male population as African-American. There is no cost for enrichment services at the Dreamer's Urban Learning Center. Enrollment and participation for the Dreamer's Urban Learning Center after-school program is open to all youth of the Southwest section of Atlanta with no admission or care costs.

3.1.2. Qualitative Sampling and Data Collection

The research will use the process of qualitative sampling. Qualitative sampling can be described as a process of selection of a members of a small group for the purpose of investigating an event of experience. Criterion sampling will function as the foundation for identifying participants for data collection. (Cooper & Schindler, 2006)

Here, criterion sampling can be defined as a process that involves the identification and development of a particular criterion of importance. It also deals with the articulation of these criteria. The research, which includes criterion sampling, involves the systemic review and in-depth analysis of the cases and events that fulfil the identified criterion set. The basic purpose that underlie the deployment of the criterion sampling is the identification of the major system flaws that need improvement. (Miskowicz, 2007)

Since familiarity is an essential part for the operation of the program, the program director will act as a helpful aid for selecting the partakers for the case studies. (Woodside & Wilson, 2003) The method of triangulation will be used to gather data from each of the participants. Data collection process will include: 1) a total of two hours of one on one interviews, 2) observations of at least one hour for each participant and 3) two-week journal entries addressing each of the research questions.

The Dreamer's staff members are key contributors to the study. The after-school staff consists of the program director; the instructor of academic development; the manager of training and delivery; data specialist; youth support specialist and life coach. The qualifications of the staff members include the following: (a) minimum of an associate degree, (b) two years of childcare services, and (c) the possession of strong communication skills. Each staff member of the Dreamer's Urban Learning Center is obligated to receive constant professional development in the area of organizational management.

3.1.4.1. Transferability

Responses from focus group interviews will offer rich data toward the effectiveness of the Dreamer's curriculum services. Through the work of Brock (2009), the theme of behavior was frequent during the series of focus group interviews. Respondents in a focus group provide innovative ideas, on the basis of their experience, through which the organizations can further enhance their strengths and improve their weaknesses. (Lee & Lee, 2009)

According to Brock (2009), behavior control was described as the readiness of a child to consent to the limitations and rules enforced by schools or an after-school program. The researcher will use focus group interviews from staff members to access the challenges and the strengths of distributing Dreamer's assistance to an after-school environment with African-American males. This factor will involve transferability. (Brock, 2009)

According to Colorado State University (2012), transferability explains the noted particulars in research of a given phenomenon that showcases similarities between two circumstances. The researcher will present an abundance of rich, thick description of the phenomenon under the research study. (Colorado State University, 2012) As stated by Shenton (2004), rich descriptions afford the researcher the opportunity to compare the work of previous research with the emerging themes of their own. (Shenton, 2004)

3.1.4.2. Dependability

Trochim (2006) defines dependability as an explanation of ever-changing data that continually occurs in research studies. Dependability gives details of changes in an environment and its influence on the method or style taken to perform the research. (Trochim, 2006) For this study, the issue of dependability could arise when there are dissimilarities between the regular school setting and situations involving the after-school program. The assistance provided by Dreamer's Urban Learning Center would be adapted to fit the requirements of the program and the after-school participants. The researcher will address the issue of dependability with the use of overlapping methods. Examples of these methods are the individual interview and the focus group. A comprehensive coverage of the proper practices would allow for repeated research in future studies (Shenton, 2004).

3.1.4.3. Conformability

As indicated by Trochim (2010), conformability is defined as the level to which data results are validated or proved by others. Furthermore, conformability substantiates the data and analysis by making decisions about potential bias. The method of triangulation will provide data concerning the structure and teaching of the curriculum by staff and its absorption by the participants of the study. (Trochim, 2010)

In qualitative research, there are procedures to make certain that the findings of the study are the result of the perception and experiences of the participants, rather than research bias (Shenton, 2004). The researcher will place emphasis on conformability by using triangulation and audit trailing. As stated by Gay et al. (2009) and Shenton (2004), any observer or fellow researcher should be able to execute the audit trail to follow the directional flow of research by the procedures illustrated and decisions taken. (Gay et al. 2009; Shenton, 2004)

3.1.4.4. Credibility

In qualitative research, participants' perspectives establish the credibility, believability and worth of the results from a study (Trochim, 2010). An event, a phenomena or understanding of a circumstance is depicted through the eyes of the participants. As noted by Trochim (2010), only the research participants can validly form an opinion, determine the outcome and provide credibility to results. Credibility is a key issue because it can affect the accurate coding of themes. Examples of factors that may obscure findings are:

The discontinuation of a subject participating in the activities of the after-school program

Obstacles due to program design, introduction of new staff members, and a change in the delivery of curriculum. (Salkind, 2010)

Shenton (2004) acknowledged four prominent ways to increase the issue of credibility throughout the research study. To successfully assure credibility, Shenton (2004) list the measures of member-checking, triangulation, providing rich thick descriptions, and examinations of previous research findings. The researcher will find the measures helpful in solidifying the credibility of the study.

3.2. Secondary Data

Secondary data can be defined as the data that has already been collected and published by the professionals other than the researcher. For the research under consideration the researcher would use previous researches in order to delve into the issue in a better manner. The researcher will collect secondary data from peer reviewed researches, published books, e-books, online journals, published journals and government publications etcetera. (Daas & Arends-Toth, 2012)

3.2.1. Selection of Keywords

The appropriate and effective selection of keywords plays an important role in enabling the researcher to have an access to valid and reliable data. While selecting the keywords, the researcher ensured that these keywords had a positive and strong relationship with the topic of the research. (Bryman & Bell, 2011) The keywords selected for the purpose of this research included the following: 'perspectives of community-based program administrators regarding the necessary characteristics of an after-school program for supporting male mentorship'; 'experience of African-American male student in community based after-school program', 'behavioral trends of African-American students in community based after-school program' etcetera.

3.2.2. Inclusion and Exclusion Criteria

The research adapted an inclusion exclusion criteria, in order to ensure that the sources used for data collection provided the researcher with appropriate and reliable data. The two basic components of the inclusion and exclusion criteria are discussed below:

3.2.2.1. Relevance and Validity

The researcher ensured that the sources used provided the researcher with data that was relevant to the topic of the research and was valid in nature. In order to ensure the relevance of the data, the content was scrutinized and it was established that it had a strong relationship with the topic of research. The validity of the research was ensured by the date on which the source was published. The sources that were published in the time period ranging between 1990 and 2014 were included in the research. The sources that did not fulfill the above mentioned criteria were not included in the research. (Murthy & Bhojanna, 2008)

3.2.2.2. Authenticity

Only the sources that came from authentic and reliable publishers were included in the research. The publisher information of the sources was examined closely. The sources that did not provide appropriate and detailed information about their publishers were not included in the research. (Coldwell & Herbst, 2004)

4. DATA ANALYSIS AND INTERPRETATION

4.1. Overview

During the process of data analysis, the researcher gives sense to the collected data by discovering the emergence of patterns and themes (Gay et al., 2009). The qualitative process is based on induction. The researcher will commence with an immense array of data and reposition to construct the data into minute, but critical and manageable fields. Offering significance to data without misapprehensions allows the researcher to draw systematically from those similar themes. (Runeson & Host et al., 2012) Stake's (1995) principles of analysis and interpretation describe four ways of clarifying data: categorical aggression, direct interpretation, patterns and correspondence, and naturalistic generalizations. The researcher will use the procedure of correspondence and patterns to delve into and achieve the meaning of rich collected data. (Stake, 1995)

The researcher will find common themes while building a comprehensive account of the case study. During thematic analysis, the researcher will use the strategies of sketching (making margin notes), memoing, and the converging of similar themes (Creswell, 2009). An inherent inspection of the data will allow categories and themes to emerge for generating a conceptual framework (Creswell, 2009).

The researcher will dedicate considerable time to coding text and forming themes from the data. By utilizing the process of mapping causes and effects, the researcher will develop visual imageries of the informal associations that rise from the qualitative data (Creswell, 2009). Data will be amassed into a narrative and organized in the form of charts, graphs and concept mapping. The researcher will have the opportunity to communicate findings with colleagues and other members of academia, an essential function of qualitative research. (Denzin & Lincoln, 2005)

4.2. Role of the researcher

During the initial stages of research development, the researcher attempts to ascertain a concern or enlighten a phenomenon for an anticipated study. The researcher composes research questions and constructs sub-questions that direct the study. The option rests with the researcher as to the method needed for data collection (observations, interviews, documents, artifacts, etc.) Data collection is a process that involves the researcher from the moment of conception, throughout the midpoint, and after the evaluation of results (Newman, 2003).

For the qualitative study, The experiences of African-American males aged (11-13) and their association with a community-based after-school program in an urban setting in Georgia, the researcher is a key component for the successful implementation of the research. The researcher is essential to the process of evaluation. This is because in that process he will be responsible for the different roles involved in the process. The major responsibilities of the researcher are:

Obtaining access to participants

Gaining approval from IRB

Analyzing data

And communicating findings from the study.

In addition, the researcher will hold tremendous insight into the strengths and weakness of the case study (Posavak & Carey, 2010). The researcher will clarify the kind of measurement used during focus group interviews. To prevent biases, the researcher will employ such reflective practices as debrief sessions or journaling. Last, the researcher holds the responsibility to disclose their predispositions, beliefs and values, regarding the experience or phenomenon entailed in the research study.

4.3. Role of participant

In the research process, participants are great contributors (Merriam, 2009). Participants aid by identifying issues during the research, as they express their opinion and perceptions in relation to the issue under consideration (Garaway, 2004).

The researcher in a qualitative case study takes on one of four primary positions:

Complete participant

Participant as observer

Observer as participant

Complete observer (Merriam, 2009).

The role of participants is to provide substantial and orderly feedback regarding their individual thoughts and preferences on issues pertaining to the focus of the study (Krueger & Casey, 2009). The researcher will explore the experiences of the African-American male students regarding the after-school program of the Dreamer's Urban Learning Center through the use of group interviews, observations, and written documents (journaling), which will be held with the administrators of the community-based program.

4.4. Theoretical Perspective

As stated by Shelmerdine (n.d.), a relationship exists between paradigm and research practice. This relationship involves ontology, epistemology, and methodology. Ontology is the study of the establishment of the nature of reality. Epistemology deals with the association between knowledge and the construction of reality (Shelmerdine, n.d.).

In other words, it can be said that there is a special relationship between the researcher and the study. Methodology is the course researchers pursue while they seek what they want to know (Shelmerdine, n.d.). The three basic paradigms of social science are Constructionism, Interpretivism, and Positivism (Shelmerdine, n.d.). While preparing the qualitative project, the researcher will use the Constructionism paradigm for investigating the experiences and the meaning of the participants of the Dreamer's Urban Learning Center.

4.5. Procedure for Data Analysis and Interpretation

As stated by Gay, et al. (2009), it is a tedious process to analyze and interpret data. The researcher has the task to thoroughly organize data. By utilizing the process of induction, the researcher reduces a huge assortment of data sets to a workable group of data sets (Gay, et al., 2009). The researcher finds meaning in the data by identifying emerging patterns and themes. Usually, data analysis entails a series of actions: reading/memoing, describing, classifying, and interpreting. As the researcher internalizes data on a repeated basis, it is important to note that the sequence of these actions changes. (Carlin & Louis, 1997)

4.5.1. Memoing

Throughout the course of data collection, the researcher can easily forget information or experiences amassed from their field work. The process is made simpler through memoing. Groenewald (2010) described memoing as the action of taking reflective notes about data that the researcher is expected to study. Memos aid the researcher by bringing clarity to some of the hypothesis regarding categories or the connection between topics (Gay et al., 2009; Groenewald, 2010).

Memoing will serve a vital function in the data collection process for the researcher. The triangulation of interviews, observations, and focus interviews will be used in the study of African-American males and the experience of an after-school program. The use of memos would support the researcher in conceptualizing and constructing an analytical space from the raw material. The researcher will use memos as a tool to record the outflow of observation notes, to bring together an effective level of insight, and to acknowledge the experiences of the participants. The early phase of analysis will begin with the memoing process. (Rasli, 2006)

4.5.2. Describing

In qualitative research, describing includes the development of comprehensive and meticulous picture of the setting, the participants and the phenomenon of the research study (Gay, et al., 2009). Descriptions are essential to translating the rich intricacies of data. Describing gives the reader an illustrated picture of the setting and the event from which the data was collected (Creswell, 2007; Gay et al., 2009).

Descriptivism affords the researcher opportunities to convey an understanding of the context of the collected data. Context gives rise to meaning. Without a massive descriptive plan, the researcher could overlook valuable information concerning actions, scenery and the participants' experiences (Gay et al., 2009).

In a qualitative study, the researcher put forward the actual views and perspectives of research participants (Creswell, 2007). The study of African-American males and the experiences of an after-school program will involve administrators from the Dreamer's Urban Learning Center (pseudonym). The program directors are important because they describe their experiences about the program and the leadership qualities of the mentors provided to the young African-American males. Staff members would describe their experiences regarding the curriculum and the quality of care given to students. The researcher would be aware of changes that would occur in relations and social interactions over time during the extent of the research study. This action will allow the researcher to attain various perspectives of the research participants efficiently.

4.5.3. Analyzing data

While analyzing data, the researcher looks for emerging themes. This would involve the patterns detected throughout the data collection that continued to recur. Gay, et al. (2009) defined coding as categorically marking labels upon data notes with the objective of assigning meaning to text. The units of text would include words, quotations, sentences, and paragraphs. (Dul & Hak, 2008)

The researcher will take the necessary procedures to conclude the process of data analysis and interpretation. The amount of data will be reduced to a manageable size through coding. The researcher would notate proper data notes from interviews, transcripts, observations and student journals on index cards. The action will allow for the simple duty of managing and sorting possible themes. (Dul & Hak, 2008) The researcher will look to group index cards with similar characteristics. Text and index cards will be numbered for the purpose of tracing them back to interviews, observation notes or student journals. The researcher will commence the practice of locating common themes through the sketching of codes, identifying codes, and the converging of codes through labeling (Creswell, 2007).

Continuous coding will lead to a repeated brainstorming of categories by the researcher. Aforementioned, the researcher will group index cards having the same traits to uncover possible themes. The labeling process will be an essential activity. The researcher will re-examine labels to validate the current themes or arrange new categories for emerging themes. NVivo, a computer software, will be used for the function of rapid labeling and retrieving codes utilized in the study.

4.5.4. Interpreting data

Researchers decode (interpret) data by finding associations among data sources, patterns and labels found while analyzing data. Interpretation has a more meaningful impact when the researcher has a profound knowledge of the data (Creswell, 2007). The researcher should revert back to the findings by using connections and themes from the work of their study. However, the interpreting stage should reflect more than details of the rich descriptions found in the data (Taylor-Powell & Renner, 2009). Gay et al., (2009) stated that the primary focus of interpreting data should center on four questions: What are essential parts of the data? What makes the data important? What new things were revealed through the data? What application does the data have in relation to future studies, settings, or programs? Answering these questions, affords the researcher the opportunity to assign meaning to the details and give sense to the data analysis. (Welman & Kruger, 2001)

During the study of African-American males and the experience of an after-school program, the researcher will interpret the data and provide meaning for the study. First, the researcher will utilize a list of essentials taken from the categorizing and sorting of the data. These essentials would be synthesized and explored for meaning. Second, the researcher will develop an outline from the data analysis. The outline will function as a manual for organizing a final report or for creating a presentation for numerous members of the academic fields (Taylor-Powell & Renner, 2009).

The researcher will add many examples of descriptives and quotes in the report to illustrate various key points. Last, the researcher will design visual displays consisting of graphs and charts that would help support and communicate the findings to other. Visuals would aid the research study by exhibiting how pieces of data connect thus bringing the data to life. As suggested by Taylor-Powell and Renner (2009), visual models could prompt an investigation for subjects that are unclear or reveal gaps in the research study. (Welman & Kruger, 2001)

5. DATA PRESENTATION STRATEGY

Data presentation is an essential component of the research studies. This is because the manner in which the data is presented has an influential impact on the way in which it is interpreted by the readers. (Welman & Kruger, 2001) While presenting the data the following factors would be given due consideration:

The data would be presented in a simple form. Even if the included facts are complicated, the researcher would convert them in a simpler form. While doing so the researcher will ensure that the data does not lose its true meaning and essence.

The researcher will form a relevant pattern between all the components of data. This will enable the readers to form an effective interrelation between the components of the data and extract relevant information from the research.

The researcher will back up all the facts by the opinions of the participants or respondents. This would be done by the use of direct quotations, which will be extracted from the interviews, in the data. (Welman & Kruger, 2001)

6. ETHICAL CONSIDERATIONS AND PROCEDURES

The confidentiality, the anonymity and the privacy matters connected with this research study will remain major concern. Procedures, collection, and analyses methods will be followed in every order of the law. The researcher will provide pseudonyms for the participants and the research site. Merriam (2001) highlighted the following points for ethical consideration with regard to qualitative research:

1. Consider the impact the study will have on participants

2. Define the purpose of the research study clearly to prospective participants before collecting data

3. Represent data accurately and considerately (ex: recording interviews with digital recorders)

4. Handle all ethical dilemmas with extreme care. (Merriam, 2001)

The data will be managed as described by procedures presented in the consent letter. All data will remain housed under lock and key. Interviews and transcriptions will remain stored on the researcher's computer with a protected password. When transported, data pertaining to the research study will remain under a closed brief and guarded by the researcher. The researcher will shred and electronically erase all data after a three-year period. (Behi & Nolan, 1995)

7. LIMITATIONS OF THE STUDY

The major limitation of the study is lack of empirical resting. A research consisting of a mixed approach and using sophisticated statistical analysis tools and empirical testing can provide the researchers with more accurate results. Furthermore, the study is based only on a single site. A research gathering data from multiple sites can provide more efficient results. In addition to that, a larger time span for the implementation of research could also have aided the researcher in getting more appropriate results.

8. SUMMARY

This chapter describes the anticipated methodology that the researcher will use to develop the research study. The study will investigate how a community-based after-school program addresses the different learning styles of African-American males and the program's use of male mentorship. The study will use a qualitative phenomenological design in the form of a case study. In an attempt to be thorough and unbiased, the researcher will use a variety of methods for data collection and data analysis.