Abstract

This study examined belongingness as it related to academic achievement. The need for research in this area derives from a sense of urgency and commitment to advocate for academically struggling African-American males with the hope that they will graduate high school in a timely manner. This study utilized the perspectives of 12 African-American male students participating in a predominately African-American choral program for at least two years of their high school careers. The researchers explored the relationship between a choral music program, belongingness, and students’ academic success. The goal was to identify a strategy that will support African-American males socially and academically in educational settings. The focus of this phenomenological research was to provide a first-person account by those people who have a direct experience with the phenomenon. The study revealed that choir participation may have a positive impact on academic achievement.

摘要

这项研究检查了归属感与学习成绩的关系。在这一领域进行研究的需要源于一种紧迫感和对提倡学术上挣扎的非裔美国男性的拥护，他们希望他们能够及时从高中毕业。这项研究利用了12名非裔美国男生的观点，这些学生参加了以非裔美国人为主的合唱计划，他们的高中生涯至少有两年。研究人员探索了合唱音乐课程，归属感和学生学业成就之间的关系。目的是确定一项战略，在教育环境中在社会和学术上支持非洲裔美国男性。现象学研究的重点是由对这种现象有直接经验的人们提供第一人称解释。研究表明，合唱团的参与可能对学业成绩产生积极影响。