Living Academic Research
Dr. Dorothy C. Handfield @consultingDCH
In-School Violent Behavior Impacts Future Goals for Low Socioeconomic Status
Black Male Students who were Exposed to Community Violence
Dr. Dorothy C. Handfield
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Title: Founder and CEO, DCH Consulting
Research Topic: In-School Violent Behavior Impacts Future Goals for Low Socioeconomic Status Black Male Students who were Exposed to Community Violence Institution: University of Southern California Committee Chair: Dr. Jenifer Crawford Abstract: This research study evaluated the modified gap analysis of knowledge and skills, motivation, and organization on how low socioeconomic status (SES) Black male students who were exposed to community violence and participated in Our Kids, a pseudonym for a non-profit community-based organization that provides extracurricular programs to at-risk males. The purpose of this study is to understand how the in-school violent behavior of low SES Black males affects these students’ abilities to realize future goals. Using the Clark and Estes (2008) gap analysis, the collection of data from interviews and documents identified and validated the source of the students’ performance gaps. |
@consultingDCH
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BIO
Dr. Handfield earned a Bachelor of Business Administration Degree from Temple University, a Masters of Arts - Educational Media Specialization from Kean University, and a Masters of Educational Administration from Caldwell University. In addition, Dr. Handfield will formally receive a Doctorate in Education from the University of Southern California.
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Scholarship
Dr. Dorothy C. Handfield is a Principal within the Newark Public Schools. Dr. Handfield has 20 years of experience in urban education, where she served 13 of those years as a school administrator. Her areas of study are the impact of community violence exposure on youth and traumatized youth. Dr. Handfield is the CEO of DCH Consulting Service, LLC and Executive Director of The Reading Experience for Young Men, Inc.
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Abstract
This research study evaluated the modified gap analysis of knowledge and skills, motivation, and organization on how low socioeconomic status (SES) Black male students who were exposed to community violence and participated in Our Kids, a pseudonym for a non-profit community-based organization that provides extracurricular programs to at-risk males. The purpose of this study is to understand how the in-school violent behavior of low SES Black males affects these students’ abilities to realize future goals. Using the Clark and Estes (2008) gap analysis, the collection of data from interviews and documents identified and validated the source of the students’ performance gaps. Findings revealed that the urban school district had positive and negative aspects in its current program that addressed students’ in-school violent behavior. Overall, the findings exposed that the students in the study had procedural knowledge, knowledge of self-regulation and support their increase in knowledge of self-identity even though the documents exposed that Black male students may lack self-regulation. The students had self-efficacy and students’ emotions influence their motivation. The students believe that there is racial equities and opportunities to build trusting relationships, but urban school district created a threatening environment. Yet, the documents show racial inequities. This research study recommends research-based solutions to assist organizations in decreasing in-school violent behavior. Finally, Our Kids can utilize the modified gap analysis model to identify and validate causes of performance gaps and recommend solutions.
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The Unexpected
from Research The Interview
To Read This Study Click The Link Below
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