Mala Jesse, Corral Michael D, McGarry Jennifer E, Macauley Charles D T, Arinze Nneka A, Ebron Kolin
University of Connecticut.
Res Q Exerc Sport. 2022 Mar;93(1):36-52. doi: 10.1080/02701367.2020.1789039. Epub 2020 Aug 27.
A positive school climate is strongly associated with enhanced student outcomes. With the disengagement of Black and Latinx youth living in poverty being at an all-time high, participation in sport-based youth development (SBYD) programs may enhance school climate, while capitalizing on existing interests. The purpose of this study was to examine the impact of a SBYD intervention on male students of color and school climate. Using a mixed-methods quasi-experimental design, 32 male students of color (11 Black, 13 Latinx, 8 two or more races) participated in an SBYD intervention, twice a week for a total of 20 weeks (Ages 10-14, = 11.46). School climate data were gathered at the beginning and the end of the school year. Student, teacher, and administrator focus groups and interviews were also conducted at the end of the year. A statistically significant interaction was found between students who participated in the intervention and those who did not participate in the intervention, on school climate measures (1,74) = 15.00, < .01, partial η = .17. Overall school climate scores were statistically significantly greater in the intervention group ((1,74) = 19.22, < .01, partial η = .20) at the end of the year. Focus group data also revealed themes of improved school connectedness, peer support, the acquisition of social/civic skills, and school engagement. A SBYD intervention may be a viable strategy to engage disconnected students and increase school climate perceptions, particularly among male students of color living in poverty.
积极的学校氛围与学生成绩的提高密切相关。鉴于生活在贫困中的黑人及拉丁裔青少年的辍学率达到历史最高水平，参与基于体育的青少年发展（SBYD）项目可能会改善学校氛围，同时利用他们现有的兴趣。本研究的目的是考察SBYD干预对有色人种男学生及学校氛围的影响。采用混合方法准实验设计，32名有色人种男学生（11名黑人、13名拉丁裔、8名两个或更多种族）参与了SBYD干预，每周两次，共20周（年龄10 - 14岁，平均年龄 = 11.46岁）。在学年开始和结束时收集学校氛围数据。在学年结束时还进行了学生、教师和管理人员焦点小组访谈。在学校氛围测量方面，发现参与干预的学生和未参与干预的学生之间存在统计学上的显著交互作用（F(1,74) = 15.00，p <.01，偏η² =.17）。在学年结束时，干预组的整体学校氛围得分在统计学上显著更高（F(1,74) = 19.22，p <.01，偏η² =.20）。焦点小组数据还揭示了学校联系改善、同伴支持、社会/公民技能的获得以及学校参与度等主题。SBYD干预可能是使脱节学生参与进来并提高对学校氛围感知的可行策略，尤其是在生活在贫困中的有色人种男学生中。
