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Village Leadership Academy Study: Assessing social problem solving abilities within the context of a program evaluation
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Village Leadership Academy Study: Assessing social problem solving abilities within the context of a program evaluation
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Village Leadership Academy Study: Assessing social problem solving abilities within the context of a program evaluation
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Dissertation
Village Leadership Academy Study: Assessing social problem solving abilities within the context of a program evaluation
2017
Overview
Due to the major apparent inequalities in the American education system, there is a need for education reform in marginalized America. Researchers have consistently found that students with low socioeconomic and diverse backgrounds struggle more in school than students who do not possess these disadvantages. Unlike the mainstream approach, social justice education fosters positive changes at the individual, social, and institutional levels. The current study was a program evaluation of one school that has implemented social justice education curriculum. The Village Leadership Academy (VLA) is an independent school located in a socioeconomically and racially/ethnically diverse large Midwestern city serving students from kindergarten to eighth grade. Participants were 39 male and female students enrolled in social justice education curriculum ranging in age from 6 to 13 years old. First, results indicated that the VLA students have comparable social problem solving skills overall as their same aged peers. Second, there was a weak, negative relationship between students’ length of enrollment at the VLA and their social problem solving abilities. Third, the VLA male and female students’ social problem solving skills were comparable overall. Finally, the VLA older and younger students’ social problem solving skills were comparable overall. Implications of these results for the school’s curriculum and future research are discussed.
