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In-school violent behavior impacts future goals of low socioeconomic status Black male students who were exposed to community violence

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In-school violent behavior impacts future goals of low socioeconomic status Black male students who were exposed to community violence

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Content Running head: IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 1

In-School Violent Behavior Impacts
Future Goals for Low Socioeconomic Status Black Male Students who were
Exposed to Community Violence
by
Dorothy C. Handfield

A Dissertation Proposal Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2018

Copyright 2016 Dorothy C. Handfield
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 2

ACKNOWLEDGEMENTS
“It’s easier to repair children than to repair broken men.”
- Frederick Douglas
First, I want to thank my Dissertation Chair – Dr. Jenifer Crawford. I truly enjoyed
working with and learning from you. Thank you to Dr. Alan G. Green and Dr. Kimberly
Hirabayashi for participating on my dissertation committee. I am so honored and humbled to
have you provide feedback on my work. Words cannot describe my gratitude to all of you.
Second, I want to thank my University of Southern California (USC) May 2015 Cohort.
At first, we were strangers. Now, we are colleagues and Trojans for life. Thank you to all of
my professors and support staff members of USC - Rossier School of Education for your
ingenuity in developing and implementing the Organizational Change and Leadership
Doctorate Program. A special thanks to my Tuesday Trojans, who provided tremendous help
during class.
Third, thanks to the many workers and students within the Newark Public Schools (NPS).
I truly appreciate the words of encouragement and patience over the years, while I studied
and completed my studies. Again, a special thanks to Dr. LaShawn Gibson, Tony Motley,
and Dr. Deneen Washington for motivating me to return to school.
Moreover, last be definitely not least, I want to thank my wonderful, loving family
(Daddy, Mommy, and Pammy Handfield). Thanks so much for your ongoing support and
encouragement throughout the years. There is no me without you.

IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 3

TABLE OF CONTENTS
Acknowledgements 2
List of Tables 5
List of Figures 6
Abstract 7
Chapter One: Introduction of the Problem of Practice 8
Introduction of the Problem of Practice 8
Organizational Context and Mission 8
Organizational Performance Goal 12
Organizational Performance Status 12
Related Literature 13
Importance of Addressing the Problem 21
Description of Stakeholder Group 22
Stakeholders’ Performance Goals 23
Stakeholder Group for the Study 23
Purpose of the Project and Questions 24
Conceptual and Methodological Framework 24
Organization of the Project 25
Chapter Two: Review of Literature 26
Introduction 26
Knowledge and Skills, Motivation, and Organizational Influences 31
Knowledge and Skills Influences 32
Motivational Influences 37
Organizational Influences 42
Conceptual Framework: The Interaction of Stakeholders’ Knowledge 47
And Skills and Motivation and Organizational Context
Summary 51

IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 4

Chapter Three: Methodology 52
Participating Stakeholders 52
Data Collection and Instrumentation 54
Data Analysis 56
Credibility and Trustworthiness 56
Ethics 57
Chapter Four: Results and Findings 59
Site and Participants 59
Overview of the Findings 60
Summary 71
Chapter Five: Solutions, Implementation, and Evaluation Plan 73
Recommendations for Practice to Address Organizational Influences 74
Integrated Implementation and Evaluation Plan 76
Strengths and Weaknesses of the Approach 89
Strengths 90
Limitations 90
Future Research 91
Conclusion 92
References 94
Appendices 109
Appendix A: Interview Protocol 109

IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 5

LIST OF TABLES
Table 1 Percentages of Students who Passed the PARCC 9
Table 2 Percentages of Students who received Only One Out-of-School Suspension 10
Table 3 Percentage of Students who received More Than One Out-of-School
Suspensions 11
Table 3 Knowledge and Skills Influences 37
Table 4 Motivation Influences 42
Table 5 Outcomes, Metrics, and Methods for External and Internal Outcomes 78
Table 6 Required Drivers to Support Critical Behaviors 79
Table 7 Required Drivers to Support Critical Behaviors 80
Table 8 Components of Learning for the Program 85
Table 9 Components to Measure Reactions to the Program 86

IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 6

LIST OF FIGURES
Figure 1 Conceptual Framework 50

IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 7

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.

IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 8

Chapter One: Introduction of the Problem of Practice
In-School Violence throughout the Country
The Centers for Disease Control and Prevention (Centers for Disease and Control
Prevention, 2017) defines school violence as youth violence that occurs on school property, on
the way to and/or from school, on the way to and/or from school-sponsored events, or during
school-sponsored events. The student can be a victim, a perpetrator, or a witness of school
violence (Centers for Disease and Control Prevention, 2017). During the 2012-2013 school year,
31 homicides happened at school to students between the ages of 5 and 18 years old (Centers for
Disease and Control Prevention, 2017). In 2014, approximately 486,400 nonfatal violent
victimizations occurred at school to students between the ages of 12 and 18 (Centers for Disease
and Control Prevention, 2017). School violence may also involve and/or impact adults, where
9% of teachers reported that a student from their school threatened the teacher with injury and
5% of teachers reported that a student from their school physically attacked the teacher (Centers
for Disease and Control Prevention, 2017).
Prior history of violence, association with delinquent peers, poor family functioning, poor
grades in school, and/or poverty in the community are a few of the factors that can increase the
risk of students engaging in violence in school (Centers for Disease and Control Prevention,
2017). The Center for Disease and Control Prevention (2017) recommends the creation of an
universal, school-based prevention program that target aggression and violent behavior as a
means to prevent school violence. This research study will evaluate how an organization
addressed in-school violence by low socioeconomic status middle school aged male students.

IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 9

Organizational Context and Mission
Our Kids (pseudonym) began January 2012 and is a 501 (c) (3) nonprofit organization. It
has a facility located within Newark. The organization’s one goal is to “play it forward” by
giving back to the community. Thus, the mission of Our Kids is to improve the quality of life of
the Black males within the community by means of educational and mentoring opportunities.
Our Kids’ primary target group is middle school-aged Black males who are 9-14 years old and
reside within Newark.
Participants in the program live in high crime, low-income neighborhoods that have
chronically, low performing elementary public schools. During the 2014-2015 school year
during the 2014-2015 school year, more than 80% of the participants who attended these schools
failed the English Language Arts (ELA) and Mathematics sections of the Partnership for
Assessment of Readiness for College and Careers (PARCC), which was the assessment for the
State of New Jersey (New Jersey Department of Education, 2014; New Jersey News, 2016).
Table 1 displays the overall passing scores on the PARCC for students who attend the
elementary schools located near Our Kids. Participants attended Carter, Ford and Hoover
Elementary Schools.
Table 1
Percentages of Students who Passed the PARCC
School
(Pseudonyms)
% of 3
rd

Graders
Who
Passed
% of 4
th

Graders
who
Passed
% of 5
th

Graders
who
Passed
% of 6
th

Graders
who
Passed
% of 7
th

Graders
who
Passed
% of 8
th

Graders
who
Passed

Johnson 14.5 6.9 13.6 10.6 7.7 9.7
Ford 7.7 3.8 * * 18.2 5.3
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 10

Hoover 7.3 6.0 12.1 3.2 6.8 18.0
Eisenhower 8.2 7.8 4.9 2.6 9.4 0.0
Carter

9.6 7.5 10.6 16.1 13.3 12.5
Nixon 4.3 16.7 2.7 7.3 0.0 0.0
District-Wide 43 51 51 49 52 52
*No scores were reported for this grade level.
The participants not only attended failing schools. These schools also had high
suspension rates for Black male students during the 2015-2016 school year. Consistently, Black
male students received suspensions from school more than Black female, Hispanic male and
Hispanic female students combined.
Table 2 displays the suspension rates for students who received only one out-of-school
suspension during the school year and attended the elementary schools located near Our Kids.
Participants attended Carter, Ford, and Hoover Elementary Schools.
Table 2
Percentages of Students who received Only One Out-of-School Suspension
School
(Pseudonyms)
% of Black male
students who
were suspended
% of Black female
students who
were suspended
% of Hispanic male
students who were
suspended
% of Hispanic
female students
who were
suspended

Johnson 72.5 27.5 0 0
Ford 66.66 33.33 0 0
Hoover ** ** ** **
Eisenhower 66.66 33.33 0 0
Carter

0 0 0 0
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 11

Nixon 66.66 22.22 0 11.11
District-Wide 49.38 29.82 13.40 6.01
**No suspensions were reported.
Table 3 displays the suspension rates for students who for students who received more
than one out-of-school suspension during the school year and attended the elementary schools
located near Our Kids. Participants attended Carter, Ford, and Hoover Elementary Schools.
Table 3
Percentage of Students who received More Than One Out-of-School Suspensions
School
(Pseudonyms)
% of Black male
students who
were suspended
% of Black female
students who
were suspended
% of Hispanic male
students who were
suspended
% of Hispanic
female students
who were
suspended

Johnson 100 0 0 0
Ford 66.66 33.33 0 0
Hoover *** *** *** ***
Eisenhower 100 0 0 0
Carter

68.88 17.77 11.85 1.48
Nixon 50 50 0 0
District-Wide 61.59 24.21 10.43 3.18
***No suspensions were reported.
Our Kids provides multifaceted programs. The afterschool and summer programs
provide enrichment classes in ELA and Mathematics. Participants attend extracurricular trips to
museums, sports centers, and cultural events that are located and held within city limits, attend
college fairs and college tours and engage in conferences geared towards males only. Through its
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 12

mentoring programs, the participants communicate with guest speakers so they can learn about
career opportunities from the viewpoint of successful Black male professionals. Our Kids
recognized the dilemma of lack of Black male mentorship and focused on mentorship within the
enrichment programs in order to decrease the violent behavior. Our Kids implemented a
mentoring support program with the belief that mentoring will help its students to pursue a future
goal such as enrolling into college, despite coming from a high crime urban neighborhood. Our
Kids entrusts that without these supports in place, Black male students may be plagued with high
suspension and drop-out rates, high referrals to the juvenile justice system, and low paying jobs
and/or unemployment.
In order to fulfill its mission and continue providing services to its participants, it is
imperative that its participants decrease their in-school violent behavior. Failure to do so can
result in the perpetuation of the low achievement of Black male students. However, an obstacle
that poses as a potential threat for Our Kids is its need to improve its current programs in order to
address the negative impact on future goals of Black male students who were exposed to
community violence and exhibit in-school violent behavior.
Organizational Performance Goal
Our Kids believe that in order to decrease in-school violent behavior of students is
provide educational and mentoring programs for 100% of the middle school-aged Black male
students who participate in its programs. The executive director established this goal after
analyzing the neighboring schools’ PARCC data and the urban school district’s dropout rates.
The amount of students who completed the male mentoring and afterschool and/or summer
enrichment programs will determine if Our Kids achieved its goal.

IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 13

Organizational Performance Status
The root of this study is organizational performance. This study will evaluate how Our
Kids will assist middle school-aged participants in decreasing in-school violent behavior along
which impacts the participants’ ability to attain future goals. The participants want to decrease
their in-school violent behavior by 100%. Forty-seven percent of the participants self-reported
that they received an in-school and/or out-of-school suspension during the 2014-2015 school
year. Out of this 47%, 86% of the suspensions were the result of fighting. Fifty-seven percent
admitted to engaging in a physical fight(s) and 93% admitted to engaging in a verbal fight(s) at
least once or twice during the aforementioned school year.
Related Literature
In-school violent behavior leads to a tremendous loss of instructional time for students.
Across the country, in 2006, 2.3 million male students received out-of-school suspensions while
1.1 million female students received out-of-school suspensions (Planty, Hussar & Snyder, 2009).
When comparing racial groups, Black students had the highest percent of out-of-school
suspensions at 15% (Planty et al., 2009). Latino students were 7% and, White students were 5%
(Planty et al., 2009). Out-of-school suspensions widen the achievement gap between Black and
White students (Townsend, 2000). Students were unable to compete academically with their
schoolmates and may resulted in the schools placing these students in lower-ability groups due to
out-of-school suspensions (Townsend, 2000). Skiba, Poloni-Staudinger, Gallini, Simmons and
Feggins-Azziz (2006) discovered that Black students comprised of 11.3% of the total school
population but 23.2% of the enrollment in the self-contained emotional disturbed classrooms,
29.6% of the enrollment in the self-contained mild mentally retarded classrooms, 19.6% of the
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 14

enrollment in the self-contained moderate mentally retarded classrooms and 10.7% of the self-
contained learning disabilities classrooms.
Loss of instructional time may include students withdrawing from school. For three
consecutive school years, the New Jersey Department of Education (2014) reported the dropout
rate data for students who attended Newark Public Schools (NPS) within the City of Newark
(New Jersey Department of Education, 2014). During the 2013-2014 school year, 624
students dropped-out of NPS, where 144 (23.07%) were Black males and 82 (13.14%) were
Hispanic males (New Jersey Department of Education, 2014). In 2012-2013, the total amount
of dropouts for NPS was 653 students, where 212 (32.46%) and 130 (19.90%) were Black and
Hispanic males respectively. In 2011-2012 school year, New Jersey Department of Education
(2014) reported a total of 568 drop outs for NPS and 178 (31.33%) were Black males and 60
(10.56%) were Hispanic males. Thus, all three consecutive school years, the dropout rates for
minority male students were more than double the drop-rates for White male students who
attended NPS (New Jersey Department of Education, 2014). For all three consecutive school
years, the dropout rates for minority male students were over 50% greater when compared to
Black and Latino female students (New Jersey Department of Education, 2014).
The History of Violence within the City of Newark
This research study focused on an urban school district within Newark, New Jersey
(Newark), which has a history of violence within its neighborhoods. In 1967, the State of New
Jersey Governor Hughes described the Newark riots as “an outbreak by vicious criminal
element” (Bigart, 1967). For approximately five days, the National Guard, the New Jersey State
Police, and Newark Police Department used .38 and .45 calibers, shotguns and machine guns to
occupy one of the predominately-Black residential sections of Newark due to rioting (Bigart,
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 15

1967; “Police Are Besieged”, 1967). Residents looted local businesses, hurled Molotov
cocktails, stones and bottles at the neighborhood police precinct, set police cars on fire, smashed
the windows of the police precinct, attacked a firehouse, and participated as snipers (“Police Are
Besieged”, 1967). The hospital admitted 836 people, where 76 were seriously injured (Bigart,
1967). There were approximately 1,600 arrests and 27 deaths, which included a 10-year-old
child and a Newark Police Department detective (Bigart, 1967; Gunter, 1967).
Since the riots, Newark continues to experience violence. In 2013, Newark ranked third
in the nation’s murder rate (Federal Bureau of Investigations, 2013). By September 2015,
Newark documented 63 murders for the year, which comprised of 35% of the murder rate for the
entire State of New Jersey (Newark Police Department, 2015; New Jersey State Police, 2015).
As of July 2017, citywide statistics compared violent crime complaint rates between 2016 and
2017: 37% decrease in murders, 52% increase in rapes, 34% increase in aggravated assaults,
63% increase in nonfatal shooting incidents, and 65% increase in nonfatal shooting victims
(Newark Police Department, 2017).
Reasons for violent crime. One reason for violent crime is minoritized space.
According to Laguerre (1999), since the birth of the Constitution, our nation had the majority
(Euro-Americans) and the minority (African Americans and Native Americans). Space implies
the position relations, hierarch, mobility, displacement, difference, and segregation of the
minority (Laguerre, 1999). Through minoritized space, minorities are geographically located
and concentrated in specified areas, where the state or city patrols, controls, and contains the
minorities (Laguerre, 1999). Ghettos represent the minoritized space, where the minorities are
inferior to the dominant majorities (Laguerre, 1999). In the ghetto, minorities have limited and
inferior services and facilitates in comparison to the majority (Laguerre, 1999). These
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 16

constraints by the majority limit the range of choices of the minority to shape its community and
continue to be inferior to the rest of the city (Laguerre, 1999). Minoritized space includes
segregation practices that exclude minorities from participating on an equal footing in the
mainstream affairs of the state (Laguerre, 1999). Minorities have no choice but to live in the
specified ghetto assigned to them by the majority (Laguerre, 1999).
Newark created minoritized space through high-rise public housing. In order to address
the roughly 4 million low-skilled, poor Blacks who migrated from the South to Newark and
resided in uninhabitable housing “slums”, Newark built and provided public housing (Housing
Authority of the City of Newark, 1952; Housing Authority of the City of Newark, 1968). Low-
income families or war-workers lived in the initial seven segregated full-occupied public houses
(Housing Authority of the City of Newark, 1952). During the 1950’s, Newark expanded the
amount of public housing dwellings from 3,008 to 7,382 with 8 to 13 floor high-rise buildings
(Housing Authority of the City of Newark, 1952). Newark built over 13,000 inferior designed
and constructed public housing units, more per capita than any other city in the country by 1962
(Curvin, 2014). Newark built three massive high-rise public housing buildings within an area of
three square miles in its Central Ward that housed poor, Black families with limited amenities
and resources (Curvin, 2014). Curvin (2014) quoted an official from Newark’s human rights
commission as referring to the Central Ward’s public housing as “one of the most volatile
ghettos anywhere on the Eastern seaboard.”
Even with the demolition of high-rise public housing, violence plagues minoritized space.
In the 1990’s, the Housing and Urban Development (HUD) created the Housing Opportunities
for People Everywhere VI (HOPE VI) because of the failure of high-rise public housing for the
poor (Popkin, Levy, Harris, Comey & Cunningham, 2004). HOPE VI funding allotted major
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 17

urban cities to offer mixed-income housing and housing subsidies to low-income households
(Popkin et al., 2004). Elevated crime characterized communities with high-rise public housing
(Popkin et al., 2004). In a study, researchers surveyed and interviewed 818 residents who
originally participated in HOPE VI (Popkin et al., 2004). Instead of relocating to low crime
neighborhoods, the residents relocated from high-rise public housing to neighborhoods with very
high rates of violent crime, gang activity, and shootings (Popkin et al., 2004). Melsness and
Weichelt (2014) also studied the crime pattern associated with the relocation of high-rise public
housing residents from the Robert Taylor Homes in Chicago. From 1998 to 2008, Chicago
Housing Authority demolished the Robert Taylor Homes due to the recognized failure of high-
rise public housing due to high levels of crime (Melsness & Weichelt, 2014). Nevertheless,
residents relocated to predominately African-American, poor neighborhoods known for high
crime rates (Melsness & Weichelt, 2014). Based on the murder index defined by the Chicago
Police Department, there was a significant increased, concentrated amount of first and second-
degree murders in neighborhoods where former Robert Taylor Homes residents relocated and a
drastic decline in first and second-degree murders where the Robert Taylor Homes were located
(Melsness & Weichelt, 2014).
Another reason for violent crime is poverty. Poverty is more than having a good job
(Wheelan, 2010). Wheelan (2010) states that the underlying reason for poverty is the lack of
human capital, which is the sum total of skills embodied within an individual: education,
intelligence, charisma, creativity, work experience, and entrepreneurial vigor. Within Newark,
the median income was $33,139 and 29.9% of its residents live below the poverty level in 2015
(United States Census Bureau, 2017). Sixty-seven percent of its households earned less than
$50,000 in total income and benefits during 2015 (United States Census Bureau, 2017). Out of
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 18

this percent, 39.2% earned less than $24,999 in total income and benefits (United States Census
Bureau, 2017).
Based on the National Crime Victimization Survey from 1974 to 2000, violent crime is
more converged amongst the poor than the wealthy population (Thacher, 2004). The risk
premium associated with being poor is double for serious violent crimes such as rape, robbery,
and aggravated assault than all violent crimes (Thacher, 2004). There are high correlations
between extremely disadvantaged neighborhoods and violent crime (Krivo & Peterson, 1996).
The levels of violent crime are higher in extremely disadvantage neighborhood than in low or
high disadvantage neighborhoods (Krivo & Peterson, 1996). Low disadvantage neighborhoods
have less than 20% below the poverty level (Krivo & Peterson, 1996). High disadvantage
neighborhoods have 20%-39% below the poverty level (Krivo & Peterson, 1996). Extremely
disadvantage neighborhoods have more than 40% below the poverty level (Krivo & Peterson,
1996). Krivo and Peterson (1996) found that Blacks that live in poverty have the propensity
towards violent crime than other crimes. Leventhal and Brooks-Gunn (2011) furthered stated
that boys’ violent behavior increased as the level of poverty increased in their neighborhood.
Impact of Violent Neighborhoods on Youth
Post-traumatic stress syndrome. Youth who reside in neighborhoods that are plagued
with violent crime may suffer from post-traumatic stress syndrome. Collins et al. (2010)
concluded that adolescents who reside in poor urban areas are more likely to be exposed to
community violence, such as violent crimes in their neighborhoods and/or schools, gang and
drug activity, victimization, death of a family member, family violence and maltreatment.
Repeated exposure to community violence causes adolescents to experience a complex set of
psychological problems that occur before, during, and after traumatic event(s) (Collins et al.
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 19

2010). Exposure to specific trauma causes adolescents to experience negative effects in one or
more of their intelligence quotient (IQ) factors (perceptual reasoning, working memory, verbal
comprehension and/or processing speed) (Kira et al. 2012). Adolescent males are at an increased
risk to develop insecure or disorganized attachments to teachers, not attend school, and may have
a negative student-teacher connection due to their exposure to community violence (Voisin,
Neilands & Hunnicutt, 2011).
Experiencing community violence, residing in a low SES neighborhood, and/or receiving
below-average grades are traumatic events for students (Finkelhor, D., Shattuck, A., Turner, H.
& Hamby, S., 2013). Over time, adults who experienced adverse childhood experiences (ACE)
experienced traumatic events as children (Chapman et al., 2004). Adults who were exposed to
four or more ACE were at risk for smoking, severe obesity, physical inactivity, strokes,
depression, and a lifetime history of depressive disorders or recent depressive disorders
(Chapman et al., 2004; Felitti et al., 1998). Adults who experienced four or more ACE in
comparison attempted suicide rate increases to 12.2 in comparison to the 1.0 rate for adults who
did not experience any ACE (Felitti et al., 1998).
Antisocial behavior. Exposure to community violence may cause antisocial behavior in
youth. Miller, Wasserman, Neugebauer, Gorman-Smith and Kamboukos (1999) studied 97
young, at-risk, urban males from New York City. The study spanned over three periods: Time 1
– the baseline, Time 2 -15 months after the baseline and Time 3 – 15 months after Time 2 (Miller
et al., 1999). The sample reported high levels of exposure to community violence, where 87%
witnessed someone arrested, 84% heard gunshots, and 25% witnessed someone killed (Miller et
al., 1999). The study concluded the positive correlation between witnessed violence and
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 20

antisocial behavior and a relatively high degree of stability of antisocial behavior over time
(Miller et al., 1999).
Aggressive behavior. Youth may display aggressive behavior due to exposure to
community violence. In a study, Gorman-Smith and Tolan (1998) interviewed economically
disadvantaged fifth and seventh grade African-American and Latino males from the Chicago
Public Schools. Majority of the males reported high rates of exposure to some type of violent
crimes; 80% reported over their lifetime and 65% reported over the last year (Gorman-Smith &
Tolan, 1998). These violent crimes included exposure to violence and victimization, such as: a
family member robbed or attacked, other than family member robbed or attacked, seeing
someone beaten up, seeing someone shot or killed, witnessed other violent crime, close friend
killed, victim of nonviolent crime, victim of violent crime and/or victim of sexual assault
(Gorman-Smith & Tolan, 1998). The results concluded that males who resided in low economic
neighborhoods and exposed to high violence were prone to increase in aggressive behavior
(Gorman-Smith & Tolan, 1998). In addition, Farrell and Bruce (1997), sampled 436 African-
American sixth grade students from an urban public school system, where 54% of the
households did not have a father and 52% of the students were eligible for federally subsidized
school lunch. The students reported exposure to violence nevertheless, the male students
reported higher exposure to beatings and threats of violence than the female students (Farrell &
Bruce, 1997). The findings stated a significant correlation between the male students’ frequent
aggressive behavior and the male students’ exposure to violent incidents (Farrell & Bruce, 1997).
The youth’s aggressive behavior is visible in the classroom. Busby, Lambert & Ialongo
(2013) added that adolescent males who are exposed to community violence show aggressive
behavior while in school. Busby et al. (2013) conducted a longitudinal study with 491 African-
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 21

American middle school students, where 71.3% of the students were low economic status. The
students’ self-reported exposure to community violence and, the teachers reported the students’
aggressive behavior based on the students’ adequacy of performance on core tasks in the
classroom (Busby et al., 2013). Sixth grade students exposed to community violence in the sixth
grade showed aggressive behavior in the seventh grade, which resulted in negative teacher
ratings in academic performance in the eighth grade (Busby et al., 2013). Consequently, the
aggressive behavior mediates the association between the exposure to community violence and
poor academic performance (Busby et al., 2013).
Importance of Addressing the Problem
It is important to evaluate the organization’s performance in relationship to the
performance goal of assisting the students to decrease their in-school violent behavior by 100%.
The problem of Black male students’ in-school violent behavior is important to solve because of
the long-term effects on these students’ future goals. First, out-of-school suspensions are used as
a means to discipline students’ disruptive behavior (Noltemeyer, Ward, & Mcloughlin, 2015). In
spite of the schools’ efforts to provide a positive learning environment, there is a negative
correlation between out-of-school suspensions and student achievement (Noltemeyer et al.,
2015).
Second, there is a positive correlation between out-of-school suspensions and students’
dropout rates (Noltemeyer et al., 2015). Students who dropout of school struggle financially in
the future. In general, in 2012, the unemployment rate for people who were 25 years old and
older with only a high school diploma was 8.3% whereas, the unemployment rate for people who
were 25 years old and older with a college degree was 4.0% (Baum, Ma & Payea, 2013). For
Blacks, the unemployment rate for people 25 years old and older with only a high school
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 22

diploma was 13.4% and, the unemployment rate of Blacks with a college degree was 11.6%
(Baum et al., 2013). In 2011, all people who work full-time year-round and only had a high
school diploma earned 14% less than people who work full-time year-round and had some
college but no degree (Baum et al., 2013). The median lifetime earnings of people with a high
school diploma were 27% lower than the median lifetime earnings of people with an associate
degree (Baum et al., 2013).
Third, school discipline policies and/or procedures that address in-school violent
behavior may contribute to the school-to-prison pipeline. Christle, Jolivette and Nelson (2005)
reported that there are school characteristics that are associated with risk factors for delinquency.
Schools that have percentages of students who engage in board of education violations are
schools that have high suspension and dropout rates and low academic rates (Christle, Jolivette
& Nelson, 2005). As a result, schools utilize ineffective strategies, such as zero-tolerance
policies, to sustain student compliance (Castillo, 2013/2014; Christle et al., 2005). Zero-
tolerance policies are predetermined punishments for specific school disciplinary infractions
(Castillo, 2013/2014). The implementation of zero-tolerance policies have led to an increase in
students’ arrests and referrals to the juvenile justice system and a growing number of students
entering the juvenile justice system due to a direct referral from the students’ schools (Castillo,
2013/2014). There is a trend of African American and Latino low SES students being subjected
to harsher penalties under zero-tolerance policies than their white counterparts (Castillo,
2013/2014).
Description of Stakeholder Groups
There are three main stakeholders at Our Kids. The participants are the stakeholders who
benefit from goals of Our Kids. The participants are middle school-aged, African-American
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 23

male students who attend low performing public schools. The participants either participate
and/or or witness in-school violent behavior. The employees and volunteers are the stakeholders
who are the role models for the participants. The employees and volunteers create and monitor
the afterschool and summer enrichment programs. Particularly, the male employees and
volunteers work as mentors for the participants. Along with the Executive Director, the
researcher of this study is a stakeholder who will ensure that Our Kids is analyzing the
effectiveness of its programs.
Stakeholders’ Performance Goals
Organizational Mission
The organizational mission of Our Kids is to improve the quality of life within our
community’s young male population through educational and mentoring opportunities.

Organizational Performance Goals
By December 2017, Our Kids will provide adult male mentoring and afterschool and/or summer
enrichment to 100% of the middle school-aged males who participate in its programs.

Stakeholders’ Performance Goal
By December 2017, the participants who suffered from exposure to community violence will
decrease in-school violent behavior by 100% in order to achieve future goals.
Stakeholder Group for the Study
All stakeholders will contribute to the achievement of the overall organizational goals of
providing adult male mentoring and afterschool and/or summer enrichment programs to 100% of
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 24

the participants. Nevertheless, the stakeholders of focus for this study will be the participants,
the middle school-aged Black male students who participate in Our Kids’ programs. The
stakeholders’ goal, supported by the Director, is December 2017.
Purpose of the Project and Questions
The purpose of this project is to evaluate the degree to which organization is meeting its
goal of addressing how in-school violent behavior influences future goals for low SES Black
male students who were exposed to community violence. While a complete gap analysis would
focus on all Our Kids’ stakeholders, for practical purposes the stakeholders in this analysis are
the middle school-aged Black male students. The analysis will focus on the knowledge and
skills, motivation, and organizational elements related to achieving the organizational goals. The
analysis will begin by generating a list of possible or assumed causes grounded in literature and
then by examining these systemically to focus on actual or validated causes.
As such, the questions that guide this study are the following:
1. What are the knowledge and skills, motivation and organizational influences that will
assist the organization to meet its goal of decreasing in-school violent behavior of low
SES Black male students who were exposed to community violence?
2. What are the recommendations for organizational practice in the areas of knowledge and
skills, motivation, and organizational resources that will assist in increasing the
achievement of future goals of low SES Black male students who display in-school
violent behavior due to community violence exposure?
Conceptual and Methodological Framework
Clark and Estes’ (2008) gap analysis, a systemic method that helps to clarify
organizational goals and identify the gap between the actual performance level and the preferred
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 25

performance level within an organization, will be implemented as the conceptual framework.
The methodological framework is a qualitative case study with descriptive statistics. Assumed
influences knowledge and skills, motivation and organizational influences that interfere with
organizational goal achievement will be generated based on personal knowledge and related
literature. These influences will be assessed by using interviews, document analysis, literature
review, and content analysis. Research-based solutions will be recommended and evaluated in a
comprehensive manner.
Organization of the Project
Five chapters are used to organize this study. Chapter 1 justifies and defines the research
and practice problem. It provides the reader with the key concepts regarding the relationship
between community violence, low SES Black male students, in-school violence, and the
attainment of future goals. Chapter 1 introduces the mission, goals, and stakeholders of Our
Kids. Chapter 2 makes an argument of what the current literature states about the research
problem. The chapter will address the mental and emotional origins of in-school violent
behavior and how to develop goal-oriented programs geared towards low SES Black male
students. Chapter 3 details how the research methods are appropriate and ideal to answer the
stated research questions. Chapter 4 assessed and analyzed the data and results. Chapter Five
provides solutions, based on data and literature, for closing the perceived gaps as well as
recommendations for an implantation and evaluation plan for the solutions.

IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 26

Chapter Two: Review of Literature
Introduction
Low SES Black male students who are exposed to community violence experience
physiological issues that affect their future goals. Chapter Two uses the KMO gap analysis to
outline the three critical factors that need to be addressed in order for an organization to meet its
stated goal. Organizations must identify key goals (Clark & Estes, 2008). Individuals within the
organization must identify individual performance goals that are aligned with organizational
goals (Clark & Estes, 2008). If the goals of the individual and organization are not aligned, the
organization must analyze the gaps that caused the misalignment (Clark & Estes, 2008). During
the KMO gap analysis, the organization examines the knowledge and skills and motivation of the
people and organizational barriers (Clark & Estes, 2008).
In Chapter 2, the first section focuses the need to use the KMO model. The second
section will elaborate the knowledge and skills, motivation, and organization gap analysis. The
KMO gap analysis will explain the impact that knowledge and skills have on adolescent Black
male students who need to develop self-control and self-regulation concerning their violent
behavior and need to become aware their self-identity. It will explain how low self-efficacy,
lack of hope, need for respect, subjection to shame, and undiagnosed and untreated mental
disabilities influence the behavior of adolescent Black male students. Finally, the KMO gap
analysis will examine how organizational climate and culture can influence Black male students’
violent behavior. In conclusion, this study will analyze the impact of community violent
behavior on low SES Black male students who engage in violent behavior while in school
through literature utilizing the gap analysis dimensions of knowledge and skills, motivation, and
organization.
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 27

Misalignment of Goals
In general, the organization must align its goals with participants’ goals. Far too often,
organizations fail to align high-level organizational goals and specific team and/or individual
work goals (Clark & Estes, 2008). The organizational goals must be flexible to reflect changing
business conditions and specific enough to meet the requirements of day-to-day support (Clark &
Estes, 2008). The question is whether Our Kids can help students decrease in-school violent
behavior by providing adult mentoring and afterschool and/or summer enrichment programs to
100% of the middle school-aged male students who participate in Our Kids.
Need for the improvement of Black male mentoring programs. Black male students
want Black male role models. Students expressed that negative expectations and behaviors of
teachers effect students of color academic perceptions of themselves (Howard, 2003).
Specifically, Black male students have self-reported that they face challenges within the
kindergarten through twelve grade educational system (Scott, Taylor & Palmer, 2013).
According to the students, there is a constant need for successful, professional mentors who look
like them to work within their schools so Black male students can be motivated to complete high
school (Scott et al., 2013). There is a need for skilled and culturally competent teachers,
especially Black male teachers because Black male teachers understand the needs and struggles
of Black male students and can have a resounding and positive impact on the lives of black male
students (Scott et al., 2013).
Mentors can have a positive impact on the behavior of at-risk adolescent males. Watson,
Washington and Stepteau-Watson (2015) concluded that at-risk adolescent males improved their
relationships with others after participating in mentoring programs. These males improved their
abilities to communicate their thoughts, feelings and plans with others and were compliant with
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 28

rules and legal authority after receiving mentoring (Watson, Washington, & Stepteau-Watson,
2015). In addition, at-risk urban minority adolescents were able to make healthy decisions due
to mentoring (Holt, Bry & Johnson, 2008). At-risk adolescents who participated in mentoring
also have a higher sense of school belonging than other adolescents (Holt et al., 2008).
At-risk adolescent males who have mentors experience academic growth. Students who
have the same race and/or ethnicity teacher have more positive academic achievements
compared to students who are taught by teachers of different race and/or ethnicity (Egalite,
Kisida, & Winters, 2015). Low academically performing Black students’ performance enhanced
with Black teachers (Egalite, Kisida, & Winters, 2015). Converse and Lignugaris/Kraft (2009)
concluded that at-risk adolescents who received in-school mentoring from trained mentors had
higher school connectedness rate scores with respect to how they viewed themselves, their peers,
their teachers, and the other adults who worked in the school than at-risk adolescents who did not
receive mentoring. In the Gordon, Iwamoto, Ward, Potts and Boyd (2009) study, at-risk
adolescents earned higher GPAs in mathematics, reading and science for all three marking
periods and had higher academic scores than at-risk adolescents who did not receive mentoring
(Gordon et al., 2009; Biggs, Musewe & Harvey, 2014). At-risk adolescents developed a higher
sense of self-pride and scored higher on mathematics and reading assessments due to the
frequent contacts with their mentors (Gordon et al., 2009; Biggs et al., 2014).
Despite the advantages of Black male mentoring programs, white, high socio-economic
status privileged power groups within schools continue to disenfranchise low SES minority high
school male students. Identified privileged groups design systems that maintain power (Johnson,
2001). Some White female pre-service teachers maintained their ideology that they belong to the
privileged power group (Picower, 2005). Due to these teachers’ previous hierarchical
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 29

relationships with people of color, they believed that people of color role is to serve and/or work
for White people (Picower, 2005). Specifically, Gershenson, Holt, and Papgeorge (2015)
discovered that non-black teachers have significantly lower academic expectations for Black
students than Black teachers do. In a meta-analysis, Tenenbaum and Ruck (2007) found that
teachers had higher expectations for European American students than ethnic minority students
with respect to students’ talent, performance, academic ability, and seriousness. Non-Black
teachers are less likely to expect Black students to complete a four-year degree (Gershenson,
Holt, & Papgeorge, 2015). Furthermore, teachers fear the admittance of Black male students into
gifted programs means the watering down of such programs (Hargrove & Seay, 20110).
Due to the privileged power groups, some educators have low academic expectations for
Black students. Historically, research found that teachers prefer Black female students to Black
male students, which is reflected in these teachers’ end of the year averages for Black female
students to be higher than Black male students (Ross & Jackson, 1991).
Working class students do not comprehend social capital. Middle class students learn the
importance of social capital (Stanton-Salazar, 1997). Middle class students learn how to decode
the system by engaging, communicating, and interacting with powerful adults (Stanton-Salazar,
1997). Middle class students learn how to utilize the school system in order to solve problems
and to become successful, whereas working class students did not learn how to decode the school
system and thereby cannot benefit from the resources that may be available to them (Stanton-
Salazar, 1997). The school system has created a lack of trust between the working class students
and the school because bureaucratic processes supersede the needs of working class students
(Stanton-Salazar, 1997). As a result, working class students do not know how to negotiate with
various gatekeepers and agents within the school environment, to demand services within the
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 30

school and to overcome barriers (Stanton-Salazar, 1997). In conclusion, working class students
who are unable to gain access to social capital are unable to gain access to institutional support
from their schools and unable to reach future goals (Stanton-Salazar, 1997).
Need for the improvement of academic courses for Black students. Some literature
outline the need to increase the amount of academic courses offered to Black students. Black
students are less likely to have access to high-level mathematics courses in high school than
White students (U.S. Department of Education Office for Civil Rights, 2016). Only 33% and
71% of high schools that have a high population of Black and Latino students offer calculus and
Algebra II respectively, whereas 56% and 84% of high schools that have a high population of
White students offer calculus and Algebra II (U.S. Department of Education Office for Civil
Rights, 2016). Black and Latino students represent 28% of the students enrolled into gifted and
talented education programs, where these students represent 42% of the school’s student
population (U.S. Department of Education Office for Civil Rights, 2016). Black and Latino
students represent 29% of the students enrolled in at a least one advanced placement course,
where these students represent 29% of the school’s student population (U.S. Department of
Education Office for Civil Rights, 2016). With respect to the Scholastic Aptitude Test (SAT),
African American male students have less academic accomplishments than White and Asian
male students (Bridgeman & Wendler, 2004). White and Asian male students who took the
SATs had demanding courses, good and/or high grades, demonstrated leadership skills, and took
one or two advance placement courses (Bridgeman & Wendler, 2004).
The issue is beyond enrolling students into academic programs. Educators need to
redefine how to prepare students for their future. Conley (2008) outlines that students and
educators do not comprehend the true range of what students must do to be fully ready to
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 31

succeed academically. At the core, students must develop their cognitive and metacognitive
capabilities (Conley, 2008). Students must be able to develop and apply multiple strategies to
formulate and solve routine and non-routine problems (Conley, 2008). Students must be able to
engage in active inquiry and dialogue about subject matter and research questions and search for
evidence to defend arguments, explanations or lines of reasoning (Conley, 2008). Students need
to construct well-reasoned arguments or proofs that explain phenomena or issues (Conley, 2008).
Students must be able to construct competing and conflicting descriptions of an event or issue to
determine the strengths and weaknesses in each description or strengths and weaknesses between
various descriptions (Conley, 2008). Students must know the type of precision needed for the
task and subject area, how to increase precision and accuracy through successive approximations
when a task or process is repeated, and how to use precision appropriately to make correct
conclusions in the context of the task or subject matter (Conley, 2008).
In conclusion, enrolling students in male mentorship or academic programs is not adequate
to address the goal of decreasing in-school violent behavior. Another analytical approach to align
and achieve goals is a gap analysis of the knowledge and skills, motivation, and organization.
Knowledge and Skills, Motivation, and Organizational Influences
Clark and Estes (2008) gap analysis demonstrates how an organization can analyze and
close the gap between its current achievement and desired performance goals. This gap analysis
begins with determining if the performance goals of the people within the organization align with
the goals of the organization (Clark & Estes, 2008). The three critical factors cause the gap
(Clark & Estes, 2008). One critical factor is the lack of knowledge and skills of the people
within the organization (Clark & Estes, 2008). The second critical factor is the lack of
motivation of the people within the organization (Clark & Estes, 2008). The third critical factor
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 32

is the organizational barriers such as lack of equipment, materials, and/or processes that prohibit
the people within the organization to reach the stated goals (Clark & Estes, 2008). Once
solutions are determined and implemented, the organization must evaluate the results and revise
its goals (Clark & Estes, 2008).
Knowledge and Skills Influences
We have to analyze the knowledge and motivational influences that influence the
possibilities of low SES Black males decreasing in-school violent behavior. We must ask what
do low SES Black males need to know and what motivates low SES Black males in order for
them to meet future goals.
Knowledge and Skills
Individuals develop performance goals, which are objectives that have a specific timeline
and criteria (Clark & Estes, 2008). When there is an alignment between organizational goals and
individual performance goals, the individual performance goals are effective (Clark & Estes,
2008). In a gap analysis, short-term and long-term individual and organizational goals are
clarified, assessed and described as gaps between actual performance, achievement levels and
desired levels (Rueda, 2011). Goals are organized in a hierarchically order from lower-order
goals to higher-order goals (Ducksworth & Gross, 2014). Lower-order goals are short-term,
day-to-day goals that are connected to performance goals (Ducksworth & Gross, 2014; Rueda,
2011). Whereas, higher-order, long-term goals are fewer in number, more abstract and more
important to the individual and found within the organization mission statement (Ducksworth &
Gross, 2014; Rueda, 2011).
People need knowledge and skills when they lack the ability to reach their performance
goals and when they anticipate future challenges that require innovative problem solving (Clark
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 33

& Estes, 2008). The students need to know the best strategies and how to apply these strategies
for self-control and to self-regulate their in-school violent behavior. Analyzed in this literature
review are the various knowledge and skills influences and how these influences can affect the
students’ goal.
Knowledge influences. Various factors influence knowledge. Under Bloom’s
Taxonomy, a learner’s knowledge can be structured into four main categories: factual,
conceptual, procedural, and metacognitive (Krathwohl, 2002). Factual knowledge is the ability
to be acquainted with a subject matter or solve problems in it (Krathwohl, 2002). Conceptual
knowledge is the ability to build connections between basic elements within a bigger structure
that will enable the structure to function collectively (Krathwohl, 2002). Procedural knowledge
is the ability to know how to do something (Krathwohl, 2002). Metacognitive knowledge is
knowing about one’s one thought process or cognition (Krathwohl, 2002). Metacognitive is the
understanding of oneself as a learner, aspects of the particular task and about strategies needed to
carry out a task effectively (Baker, 2006).
Metacognition. Students need to develop their metacognition skills if the students have
future goals. Metacognitive knowledge is one’s understanding of thought and perceiving process
(Rueda, 2011). Metacognition refers to the learners’ awareness of how one learns and how to
control the learning processing (Mayer, 2011). Learners who have metacognitive awareness
know what learning strategies and know when it is appropriate to use these valuable learning
strategies (Mayer, 2011). Learning is enhanced when learners have awareness and control of
their own cognitive processes (Baker, 2006). This assertion is prevalent in various subject
matters and/or activities that involves thinking (Baker, 2006). The learner also knows aspects of
the task and strategies needed to carry out the task effectively (Baker, 2006). A student who
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 34

utilizes metacognitive skills in the face of cognitive and performance-based problems increases
life satisfaction because the student was able to gain success due to the student’s own efforts in
the time of difficulties (Cikrikci & Odaci, 2016).
Gender may play a factor in the metacognitive abilities of adolescents. Dash (2011)
conducted a study of 100 adolescent students: 50 males and 50 females. Questionnaires revealed
that female students had better metacognitive abilities to deal with and adopt to ambiguous, new
and complex individual struggles than male students (Dash, 2011). The study implied that
female students develop cognitive awareness and strategic thinking to know their own cognition
in order to navigate successfully complex environmental situation(s) (Dash, 2011). The female
students also have the capabilities and skills to enhance their mental progress (Dash, 2011).
Narang and Saini (2013) analyzed the metacognitive skills of 240 (120 male students and 120
female students) low-income, rural, middle school-aged adolescents with the Self-Structured
Metacognitive Questionnaire. The results concluded that majority of the female students
(46.67%) had high level of metacognition whereas majority of the male students (44.17%) had
average level of metacognition (Narang & Saini, 2013). Female students (29.17%) were less
likely to fall in the low metacognition level than male students (36.67%) (Narang & Saini, 2013).
Self-control and self-regulation. Students who do not understand their cognitive
processes with regards to the application of self-control and self-regulation strategies will not be
able to obtain their stated goal. Self-control relates to how to answer a conflict that has two
action impulses (Ducksworth & Gross, 2014). One impulse corresponds to an objective that is
more valued in the moment and the other impulse corresponds to another objective that is of a
greater value (Ducksworth & Gross, 2014). Middle school students who experience negative
life-events have low self-control (Davis, Grant & Lucas-Thompson, 2013). Middle school
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 35

students, who experienced negative life-events in the past, may experience stress and low self-
control in the future (Davis et al, 2013).
Zalot, Jones, Forehand, and Brody (2007) examined the effects that a neighborhood
context had as a moderator of the association between self-regulation and conduct-disordered
behavior of African American youth. Conduct-disordered behavior is acting-out behaviors by
youth, which includes oppositional, verbally and physically aggressive, and other delinquent
behaviors that may potentially lead to an arrest (Zalot et al., 2007). Youths self-reported that due
to living in neighborhoods that had relatively few resources and greater risks had low self-
regulation (Zalot et al., 2007). As a result, these youths had high self-reported scores of
aggressive and conduct-disordered behavior (Zalot et al., 2007).
Self-identity. When students have metacognitive awareness, students acquire knowledge
of oneself and able to reach their goals. James (1890) provides a historical understanding of the
social self. As humans, we are social beings and, the social self is the recognition that a person
receives from others (James, 1890). According to James (1890), a person who is not recognized
and/or verbally or physically ignored by his/her peers is “cut dead.” “Cut dead,” means to be
nonexistent (James, 1890). A person who is “cut dead” may develop rage and a loss of hope
(James, 1890). Ellison (2013) expanded James’ “cut dead” theory to include the muteness and
invisibility of African American young males. Ellison (2013) defines muteness as to silence a
person. The person internalizes the silence, where the person contains or represses his/her
actions and/or emotions (Ellison, 2013). Ellison (2013) defines invisibility as more than not
being visible to the naked eye. Invisibility is the person accepting a limited identity and the
failure to risk the required self-awareness to know and learn one’s own humanity (Ellison, 2013).
Ellison (2013) compared the definition of invisibility to the description of the young
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 36

African American male who is the main character in Ralph Ellison’s novel Invisible Man.
Ellison (1994) began the prologue of Invisible Man with the words “I am an invisible man…I am
a man of substance, of flesh and bone, fiber and liquids- and I might even be said to possess a
mind. I am invisible, understand, simply because people refuse to see me” (p. 3).
Ellison (2013) stated that external and internal forces play a factor in muteness and
invisibility. External forces such as media propaganda and historical prejudices can silence a
person or make a person feel unworthy to be seen (Ellison, 2013). Internal forces can cause
damage to a person’s psyche and make a person feel worthless and meaningfulness (Ellison,
2013). A person who is muted and feels invisible will constantly question the vulnerability of
his/her existence and wonder if his/her life has meaning or worth (Ellison, 2013).
Minority male students need and desire to be an identified group. Eckel and Grossman
(2005) proclaimed that it is not enough for an individual to identify as a member of a group.
Group identity materializes when the actions of the group are designed to enhance the group
identification thus contributing to higher levels of teamwork (Eckel & Grossman, 2005). As a
group, Black high school students self-reported that their racial-ethnic backgrounds are important
aspects of their identity (Charmaraman & Grossman, 2010). Black students have internal pride,
which is positive feelings or identification with one’s race or culture; and, external pride, which
is a positive representation of one’s background to others or acknowledgement as affiliated with
one’s group (Charmaraman & Grossman, 2010). Students expressed that negative expectations
and behaviors of teachers effect students of color academic perceptions of themselves
specifically, Black male students within the kindergarten through twelfth grade educational
system (Howard, 2003; Scott, Taylor & Palmer, 2013).
Table 4
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 37

Knowledge and Skills Influences
Knowledge will affect the students’ goal. Table 4 outlines what knowledge and skills that
students need to meet future goals.

Motivational Influences
Based on the current literature, students may not motivated to obtain future goals.
Motivation gets people to move, keeps people moving, and tells people how much effort to
spend on tasks (Clark & Estes, 2008). In this section, the research study will probe into how
different motivational factors are impeded by negative emotions that influence students’
attainment of future goals.
Students must be motivated in order to learn and implement self-control and self-
regulation strategies and develop and acquire self-identity attitudes that will decrease their in-
school violent behavior. Motivation originated from the Latin word movere - to move (Pintrich,
2003). Students, who believe that they are capable, that they can do well and that they will do
Knowledge Influence Knowledge Type (i.e.,
declarative (factual or
conceptual), procedural,
or metacognitive)
Knowledge Influence
Assessment
Students need to know that
lack of self-identity can
negatively influence in-school
violent behavior.

Students need to know how
their in-school violent
behavior influences short-term
and long-term goals.
Metacognitive

Metacognitive

Interviews

Interviews
Students need to learn self-
control and self-regulation
strategies.
Procedural Interviews
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 38

well, are more likely to be motivated than those students who do not have the same ambitions
(Pintrich, 2003). Cognitive internal and social external factors influence motivation (Rueda,
2011). Motivation can be divided into three processes: active choice, persistence, and mental
effort (Clark & Estes, 2008). When a person decides to pursue a goal, it is active choice (Clark
& Estes, 2008). When a person is not distracted by other less important goals and continues
toward a specific goal, it is persistence (Clark & Estes, 2008). Mental effort is when a person
invests mental energy towards completing a specific goal (Clark & Estes, 2008).
Self-Efficacy. Cognitive internal factors can affect students’ motivation. Self-efficacy is
at the core of social cognitive theory (Pajares, 2009). Self-efficacy is how students judge their
potential to learn and/or to perform courses of action at specified levels (Pajares, 2009).
Students form their self-efficacy beliefs by interpreting information through mastery experience,
vicarious experience, social persuasions, and physiological reactions (Pajares, 2009). Students
gauge the effects of their actions and the interpretation of these effects determines the students’
self-efficacy beliefs (Pajares, 2009). Students’ self-efficacy raises with success and lowers with
failures (Pajares, 2009). Students develop their self-efficacy beliefs through a vicarious
experience when the students observe other people’s successes and failures (Pajares, 2009).
Students’ self-efficacy can be influenced by the social persuasions that the students receive from
other people (Pajares, 2009). Positive social persuasions encourage students but negative
persuasions dishearten students (Pajares, 2009). Physiological and emotional states such as
anxiety and stress affect students’ self-efficacy beliefs (Pajares, 2009).
Students. Students who have low self-efficacy lack the motivation to achieve their stated
goal of decreasing violent behavior. Unless people believe that their actions can produce their
desired outcomes, there is little incentive to act or to persevere in the face of difficulties (Pajares,
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 39

2009). Self-efficacy is an internal variable that affects motivation (Rueda, 2011). Students, who
have self-efficacy work harder, persist longer, persevere in the face of adversity and have greater
optimism (Pajares, 2009). Teachers can have a negative impact on students’ motivation by
reinforcing and rewarding inappropriate behavior, criticizing students more often for failure and
giving only unsupportive feedback that focuses on students’ areas of need, instead of providing
feedback that leads to improvement and/or success (Rueda, 2011).
Students with high self-efficacy are less likely to participate in negative behaviors than
students with low self-efficacy (Hiemstra, Otten, de Leeuw, van Schayck, & Engels, 2011).
Students from a low SES background, internalize their marginal school performance to their low
self-efficacy (Wiederkehr, Darnon, Chazal, Guimond & Martinot, 2015). Students from a high
SES background attributed their exceptional school performance to their high self-efficacy
(Wiederkehr et al., 2015). Therefore, there is an indirect correlation between the students’ SES
and the students’ level of self-efficacy (Wiederkehr et al., 2015). Metacognitive awareness and
perceived self-efficacy can estimate students’ life satisfaction (Cikrikci & Odaci, 2016).
Emotions. Emotions can influence students’ motivation. Students may experience
emotions that influence the students’ performance (Pekrun, 2011). The broaden-and-build
theory implies that positive emotions broaden people’s momentary thought-action repertoires
(Fredrickson, 2001). Positive emotions produce patterns of thought that are more flexible and
increased ability to integrate diverse material (Fredrickson, 2001). On the other hand, negative
emotions narrow people’s attention span and thought action repertoires (Fredrickson, 2001).
Negative moods prohibit persistence and mental effort (Bower, 1995). Valence and activation
play a role in defining emotions (Pekrun, 2011). Valence is the difference between positive
states such as pleasure and happiness and negative states such as anger and nervousness (Pekrun,
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 40

2011). Activation is the physiologically activating states as opposed to physiologically
deactivating states (Pekrun, 2011). Together, valence and activation can create negative
deactivating emotions that uniformly weaken performance by reducing cognitive resources,
deteriorating intrinsic and extrinsic motivation and stimulating superficial information
processing (Pekrun, 2011).
Students. Students who lack hope are not motivated to negate in-school violent
behavior. Hope is the desired belief that a person can find pathways and motivation to a desired
goal (Lopez & Snyder, 2001). Students with high levels of hope reported substantially less
school and psychological stress than students with low levels of hope (Gilman, Dooley & Florell,
2006). Hope can be a predictor of externalizing behavior such as aggression and internalizing
behavior such as sadness (Hagan, Myers & Mackintosh, 2005). Thus, students who had hope
were better able to adjust during stressful life events and experienced fewer externalizing and
internalizing behaviors (Hagan et al., 2005). A person who has hope uses pathways and agency
thinking (Lopez & Snyder, 2001). A person uses pathways thinking to find the pathways to a
desired goal(s) and uses agency thinking to become motivated to use those pathways to reach the
desired goal(s) (Lopez & Snyder, 2001). Students who have low hope may not possess the
cognitive skills to successfully implement pathways or agency strategies (Gilman et al., 2006).
Students who do not feel respected will demonstrate violent behavior and fail to achieve
the goal. African American adolescent males who feel like others do not respect them will
display violent behaviors (Leary, Brennan & Briggs, 2005). African American adolescent males
view respect as a form of integrity, power, rank, status, domination, value, and worth (Leary et
al, 2005). Lack of respect from peers had the highest propensity of violent behavior followed by
lack of respect from society and family respectively (Leary et al, 2005). As a result, African
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 41

American adolescent males recognized that the level of respect from others directly influence
their emotions and their intensity to use violence (Leary et al, 2005).
Students who experience shame are violent towards others. Nathanson (1987) defined
shame as feelings of inferiority and the need for a person to prove that he/she is a good person.
Shame is activated when there is a reduction of interest or joy or maybe the consequence of
discouragement after having tried and failed (Nathanson, 1987). When a person feels shamed,
the person displays a set of learned strategies to cope with the shame such as: withdrawal, attack
of self, avoidance and/or attack other (Nathanson, 1994). When a person is shamed and attacks
other, the person wants to demoralize another person through fighting, insulting or publicly
humiliating the other person, and inducing others with the effects of shame (Nathanson, 1994).
Nathanson (1994) stated that there are four components of the attack other strategy. One, the
shamed person must feel endangered that his/her self-esteem was reduced (Nathanson, 1994).
Two, the shame was derived from hurt regarding the body ego, which includes matters of
personal size, strength, ability, and skill (Nathanson, 1994). Three, the shamed person learned
the attack other mode as a means to deal with shame (Nathanson, 1994). Four, the actions of the
other person significantly reduced the value and importance of the interpersonal relationship that
previously existed (Nathanson, 1994).
Low socioeconomic status minority students who suffer from mental disabilities are less
likely to receive mental health services and less capable to reach their goals. Minority
adolescents with self-reported emotional and/or behavioral problems were less likely to seek
formal mental health support services than white adolescents (Guo, Nguyen, Weiss, Ngo & Lau,
2015). Alegria et al. (2002) found that the poverty status and geographical location of minorities
affect the usage of specialty mental health care services. In a study comprised of high-risk
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 42

adolescents, there was a notable difference between adolescents receiving mental health services
based on their racial and/or ethnic backgrounds (Garland et al., 2005). Seventy-nine percent of
non-Hispanic white adolescents received mental health services, whereas 64% of African
Americans received mental health services (Garland et al., 2005). Non-Hispanic white
adolescents were one-half more likely to receive mental health services than African American
adolescents (Garland et al., 2005).
Table 5
Motivation Influences
Assumed Motivation Influence Motivation Influence Assessment
Self- Efficacy-
The students need to believe that they
have the capabilities to regulate their
negative emotions.

Interview Item:
“Describe how you react if you receive a low grade on
an assignment and/or homework.”
“Describe how you react if a teacher and/or
administrator punish you.”

Emotions-
The students should understand that
their positive emotions contribute to
their positive behavior.
Interview Item:
“How do your teachers/administrators react to your
violent behavior or the violent behavior of other Black
male students?”
“How do you feel if other students called or labeled you
a violent student or called or labeled other Black males
violent students?”
“How does violent behavior give a Black male student
power?”
“When another student embarrasses me I…”

Organizational Influences
Organization
Organizations can be a factor and influence students’ behavior. Organizations that serve
low SES Black male students have to create an environment that addresses the needs and wants
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 43

of these students in order for the students to become successful in the future. Organizations must
be able to recognize and tackle the obstacles that prohibit goal attainment.
An organization can develop different cultures over the course of its tenure (Clark &
Estes, 2008). Culture is described as the core values, goals, beliefs, emotions and processes
learned as the people develop over time within the work environment (Clark & Estes, 2008).
When the work environment grows and ages, the culture within the organization changes (Clark
& Estes, 2008; Schien, 2010). According to Schien (2010), an organization experiences stages
and each stage is identified with particular change mechanisms that are most relevant at that
stage. Under the founding and early growth stage, an organization will encounter incremental
change through general evolution (Schien, 2010). General evolution is the adaption to changes
in its external environment and internal structure due to the organization developing growth
complexity, higher levels of differentiation and/or the retirement of the founding group, which
require the need for new structures, new systems of governance and new cultural alignments
(Schien, 2010).
Culture. Organizations experience change, which results in a change in its culture.
Nevertheless, an organization will experience performance problems when its goals, policies, or
procedures conflict with organizational culture (Clark & Estes, 2008).
A sustained climate allows an organization to change its culture. Schien (2010)
explained that culture is the shared assumptions learned by a group on how to solve problems of
external adaption and internal integration. The leader has the ability to teach his/her organization
culture (Schien, 2010). The leader can teach the stakeholders of the organization how to
perceive, think, feel and behave based on the leader’s conscious and unconscious beliefs (Schien,
2010). Kafele (2009) summarized that a successful educator should believe that his/her students
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 44

can and will achieve excellence. The educator should have high expectations and standards for
his/her Black male students (Kafele, 2009). The educator should never treat Black male students
as less than or less capable (Kafele, 2009). Educators are role models and must always conduct
themselves as a professional on a daily basis (Kafele, 2009). Kafele (2009) urges that educators
act as the number-one determinant in the success or failure of their students’ future based on the
educators’ vision of achievement. As an educator, you will develop and monitor incremental and
long-term goals for your Black male students (Kafele, 2009). Subsequently, the students will be
receptive, engaged and achieve academic success (Kafele, 2009).
Climate. Organizations that are experiencing culture change need to create and
implement policies, practices and procedures that support students. Schneider, Brief, and Guzzo
(1996) suggest that the climate is the key factor in creating sustainable culture change within an
organization. Climate is an organization’s policies, practices, and procedures (Schneider, Brief,
& Guzzo 1996). When an organization’s everyday policies, practices, procedures and routines
are changed, the organization’s workers beliefs and values can change and sustain this culture
change over time (Schneider et al., 1996). The organization needs to use the tangible items that
define its climate and daily life of the organization in order to communicate its new values and
beliefs (Schneider et al., 1996).
Students will feel safe within an environment that has a high quality of standard
procedures. Bolman and Deal (2013) stated that organizations should have a standard as a
benchmark to ensure that services will be provided and at a specified level of quality. The
standard operating procedures will reduce the discrepancy in routine tasks that have little margin
of error (Bolman & Deal, 2013). Noguera (2003) conducted a study in two separate middle
schools and asked the students what are the procedures that students follow if another student
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 45

brought a weapon to school. In one school, the students reported that they have a higher degree
of personal safety because school authorities had procedures that protected them (Noguera,
2003). These students reported the threat of violence to adults within a school site because the
students perceived the adults as capable of following and adhering to the procedures that
protected and supervised the student who was threatened and the student who made the threat of
violence (Noguera, 2003). However, the students in the other school did not believe that the
school administration had procedures that provided adequate protection and/or supervision
(Noguera, 2003). Subsequently, these students adhered to the school and community norms
related to “snitching,” where the students remained silent about violent threats and/or acts
(Noguera, 2003).
Students need organizations that have rules and policies. Rules and policies stop workers
within the organization from making individual decisions that are not consistent and predictable
(Bolman & Deal, 2013). Rules and policies govern work conditions and outline a standard
means on how to interact with key stakeholders in the environment (Bolman & Deal, 2013).
Ginsburg (2015) discussed the importance of developing resilient children who understand that
things do not just happen to them. Resilient children are decision-makers and problem-solvers
who can control outcomes (Ginsburg, 2015). Adults can assist children to become resilient by
being authoritative, such as set reasonable limits, expect good behavior, offer a great deal of love
and encourage children to make choices and be independent (Ginsburg, 2015). Children need
and desire boundaries because they are eager to please the adults who interact with them and
prove that they are able to behave (Ginsburg, 2015). Boundaries allow children to test their
limits while deep down the children know that they have protection (Ginsburg, 2015). Although
Ginsburg (2015) makes it clear that when it comes to big issues children must comply with the
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 46

rules of the adults. Authoritative adults find a balance between love and support with control
when needed (Ginsburg, 2015).
The organization should create a nonthreatening environment. Cleveland (2011) outlined
guidelines for organizations on how to build a nonthreatening environment for boys who are
struggling. The guidelines involve the boys in developing the policies that govern them, have
five or fewer policies, and state the positive behavior that you want to see from the boys
(Cleveland, 2011). It ensures that the boys understand the policies before enforcing the policies
(Cleveland, 2011). The adults must be consistent when enforcing the policies, remind the boys
of the policies when the boys engage in unacceptable behavior forgive and forget the boys’
infractions, and provide affirmative feedback and acknowledgement when the boys try
(Cleveland, 2011).
In order to implement its rules and policies, the organization must develop a trusting
relationship with its students. The trustworthy behavior of the organizational leader is positively
correlated with having trust in the organizational leader (Korsgaard, Brodt & Whitener, 2002).
In addition, the fairness of an organization’s policies affects the perceived trustworthiness of the
organizational leader (Korsgaard et al., 2002). Cleveland (2011) stated that building trusting
relationship help struggling boys. The quality of the relationship between the teacher and
struggling boy is an instrument to have the struggling boy re-engage into the class setting if the
struggling boy trusts that the teacher believes he can succeed and the teacher will provide the
needed support while he is trying (Cleveland, 2011). Trust is gained by the struggling boy
through the teacher’s general reactions to the boy’s misbehavior, the teacher’s support offered
while learning, and the ways that the teacher understands the boy’s fear of failure and how to
assist the boy deal with his failure (Cleveland, 2011).
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 47

Organizations should have policies that address racial inequalities that manipulate student
achievement. Monzo and Rueda (2009) defined benevolent racism as racism that is hidden
within the informal and/or formal policies and/or practices of an organization. Villenas (2001)
further explained that benevolent racism is used to assimilate and culturally and/or racially
contain a targeted minority group. Benevolent racism is racial prejudice or discrimination that is
publically portrayed and disguised as a “helping” response to a genuine concern regarding how
to improve the minority group’s social situation (Monzo & Rueda, 2009; Villenas, 2001).
Contrary to benevolent racism, equity scorecards are tools and established process used by
educational organizations to create an evidence-based awareness of racial disparities (Harris &
Bensimon, 2007). The scorecard provides outcomes for educators to address the equity gaps as
an institutional responsibility instead of blaming the marginalized group for the racial disparities
(Harris & Bensimon, 2007). The organization forms teams that work collaboratively to examine
the disaggregated data by race and ethnicity in order to raise and answer questions about the data
and challenge assumptions and interpretations about the data (Harris & Bensimon, 2007).
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Skills and
Motivation and the Organizational Context
Maxwell (2013) states that there are four main sources that a researcher can use to
contruct a conceptual framework for study: the researcher’s experiemental knowledge, existing
theory and research, the researcher’s pilot and expoloratory research, and thought experiments.
Experiemental knowledge is the researcher’s identity and experience that are incorporated into
the research (Maxwell, 2013). Merriam and Tisdell (2016) expanded experimental knowledge
to include disciplinary orientation, which is how the researcher views the world. The researcher
begins the research with personal questions that form the investigation (Merriam & Tisdell,
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 48

2016). The existing theory and research are the abstract catagories and concrete and specific
concepts that create relationships among these catagories (Maxwell, 2013). Existing theory and
research are the concepts, terms, definitions, models, and theories found in the literature that are
related to the researcher’s topic (Merriam & Tisdell, 2016). The researcher can design a pilot
study that specifically tests his/her ideas or methods and explore his/her implications (Maxwell,
2013). Finally, thought experiments challenge the researcher’s and others’ observations
(Maxwell, 2013). It allows the researcher to develop implications for his/her models,
assumptions, and expectations of what will be studied (Maxwell, 2013).
The goal of this project is to examine ways to decrease in-school violence of the program
participants by 100%. The stakeholders are the low SES Black middle school-aged male
students who partake in the Our Kids program. These stakeholders reside in neighborhoods that
are saturated with high violence. First, the organizaiton Our Kids plays the vital impact on
decreasing in-school violence by 100% . Unless, Our Kids faces the organizational climate
challenges of building trusting relationships, establishing a non-threatening environment, and not
creating racial ineqalities, the low SES Black middle school-aged male students will have
minimal chances of meeting the aforementioned goal. Second, the organization influences
manipulate the knowledge and skills and motivation of the students. It must be determined if
Our Kids created an organization that supports students in developing the knowledge and skills
needed to decrease their in-school violent behavior. These students are challenged with the need
for self-regulation and self-control. They also need to learn self-identity. As a result, research
should be conducted on the metacognitive influences of the middle school-aged male students.
Also, Our Kids need to create an organization that supports students in becoming motivated.
The middle school-aged male students are challenged with the lack of hope, need for respect, and
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 49

subjected to shame due to exposure to high levels of violence. The study will focus on the
effects of cognitive internal factors on the male students’ motivation to decrease their violent
behavior.
Figure 1
Conceptual Framework

IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 50

Organizational
Decrease In-School
Violence by 100%
Motivation
Knowledge
and Skills
• Build Trusting
Relationships
• Create Non-
Threatening
Environments
• Eliminate Racial
Inequalities

• Metacognitive Influences
• Need for Self-Regulation
• Need for Self-Identity

• Self-Efficacy
• Lack of Hope
• Need for Respect
• Subjection to Shame

IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 51

Summary
Based on the literature, Black male students have high physiological needs and require an
organizational change in climate in order for the organization’s culture to change. Chapter 2
detailed the specific influences that affect these students’ abilities to develop individual goals
that match the organization’s long-term goals. The Black male students need to increase their
knowledge and skills by strengthening their metacognitive, self-control and self-regulation, and
self-identity competences. The Black male students must also increase their motivation by
fostering self-efficacy, acquiring hope, feeling respected, refuting shame, and addressing mental
disabilities. Within the organization, there has to be a change in climate, where the organization
enforces standards of procedures, rules and policies, builds trusting relationships, creates non-
threatening environment, and eliminates racial inequalities.
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 52

Chapter Three: Methodology
The purpose of this study was to determine how the middle school-aged low SES Black
male students who participated in Our Kids and exposed to community violence could decrease
their in-school violent behavior by 100%. This study analyzed the knowledge and skills,
motivation, and organizational gaps that influence the in-school violent behavior of low SES
Black male students.
This chapter was divided into the following sub-sections: (a) Introduction, (b) Participating
Stakeholders, (c) Data Collection and Instrumentation, (d) Data Analysis, (e) Credibility and
Trustworthiness, (f) Validity and Reliability, (g) Ethics, and (h) Limitations and Delimitations.
The conceptual framework of Clark and Estes’s (2008) gap analysis studied the following
questions:
3. What are the knowledge and skills, motivation and organizational influences that will
assist the organization to meet its goal of decreasing in-school violent behavior of low
SES Black male students who were exposed to community violence?
4. What are the recommendations for organizational practice in the areas of knowledge and
skills, motivation, and organizational resources that will assist in increasing the
achievement of future goals of low SES Black male students who display in-school
violent behavior due to community violence exposure?
Participating Stakeholders
During the 2016-2017 school year, Our Kids enrolled 52 students in its afterschool and/or
summer enrichment program. These students were first through eighth grade students. The ages
range from six to fourteen years old. Out of these students, 46% were middle school aged Black
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 53

male students. The program consisted of ELA and Mathematics enrichment classes, homework
assistance, interactive Science, Technology, Engineering, Mathematics (STEM) lessons in
robotics and coding, and recreation activities such as arts and crafts, board games, and fencing.
Our Kids employed 4 part-time workers: 3 teachers and 1 mentor/tutor.
The Black male students were in 5
th
through 8
th
grades and, their ages ranged from 10 to
14 years old. All of the Black male students received free lunch and resided in high crime and
high poverty neighborhoods. Eighty-nine percent of the participants resided in single-parent
female led households.
Purposeful sampling was used to select the participating stakeholders. The characteristics
of the participating stakeholders were selected based on a specified characteristic or criteria
based on interest from the general population (Johnson & Christensen, 2015). In purposeful
sampling, particular persons are selected deliberately to provide information that is particularly
relevant to the research questions and cannot be retrieved from anywhere else (Maxwell, 2013).
Purposeful sampling is based on the assumption that the researcher wants to discover,
understand, and gain insight (Merriam & Tisdell, 2016). Thus, the researcher must select a
sample from which the most can be learned (Merriam & Tisdell, 2016). The participating
stakeholders’ selection criteria consisted of:
 participant in Our Kids summer enrichment and mentoring programs
 low SES black male student
 middle school grades 5 – 8
 resided within the City of Newark
 exposed to community violence
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 54

 self-reported engage in and/or witnessed in-school violent behavior , which
includes physical fights, verbal fights and/or property destruction
The Black male students attended three different schools: Carter, Ford, and Hoover
Elementary Schools (pseudonyms). All of these schools are elementary schools within the same
urban public school district and have open enrollment to all students who reside within Newark.
These schools were deemed chronically low performing schools based on its annual state
assessment PARCC scores. In addition, all of the schools were located in neighborhoods that
had high violent crime rates within the city.
Carrying out its mission, Our Kids provided services to the middle school-aged male
students who attended Carter, Ford, and Hoover for 2 school years. Specifically, Our Kids
mentored the male students, which comprised of structured group and one-on-one discussions,
guest speakers, field trips, and advocacy for male students in a female dominated school
environment. Our Kids offered enrichment classes in ELA and Mathematics at its location for
the same students.
Two students were enrolled at Ford, 1 student enrolled at Hoover, and 1 student who was
enrolled at Carter and transferred to Ford. The parents and/or school based administrators
recommended students to Our Kids. The students visited the physical location of Our Kids five
days (Monday through Friday) per week during the summer months for six weeks.
Data Collection and Instrumentation
The researcher recruited the middle school-aged participants who attend the Our Kids’
summer program. The researcher worked as a volunteer at Our Kids. Thus, the researcher asked
verbally the male students and parents/guardians if willing to participate in the study. The
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 55

researcher had access to the students, parents/guardians contact information only after the
students, and parents/guardians consented to participating in the study. The consent process was
at the Our Kids’ physical location. The male students and parents/guardians provided their
consent and signatures during the pick-up and/or drop-off times.
Collected data included documents and interviews. The researcher collected documents
that outline how the urban school district addresses students’ violent behavior. These documents
include the urban school district's Disciplinary Policy and disaggregated suspension rates for
students who attended the urban schools during the 2015-2016 school year. The Disciplinary
Policy was obtained from the urban school district's public website. The disaggregated
suspension rates for students were obtained from the urban school district’s data, which was
public information. This data was separated by sex, race and amount of times, and cumulative
days students were suspended. This data did not include any specific names of students.
However, this data provided information broken down by individual schools within the district.
The researcher collected documents that outlined how the urban school district addressed
students’ violent behavior. There was a comparison between the participants’ responses and the
participants’ school’s suspension data. The interviews allowed the researcher to focus the
conversation on Black male students and in-school violence. The conversation will address the
Black male students’ knowledge and motivation of how in-school violent behavior can deter
them from obtaining a future goal. The conversation also addressed how an organization
influences the behavior and obtainment of goals of Black male students. Our Kids’ was physical
location for the interviews. The interviews were one-on-one and in-person. The total time for
each interview was 120 minutes, where each participant had two separate interview sessions.
Each participant had the opportunity to answer all interview questions. The interviews allowed
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 56

the researcher to focus the conversation on Black male students and in-school violence. The
conversation addressed the Black male students’ knowledge of self-identity, self-regulation,
and/or self-control. The participants answered questions about their possible emotions during
hypothetical scenarios. The conversation also addressed how the school's climate influences the
obtainment of goals of Black male students.
Data Analysis
The researcher analyzed the data by utilizing the collected data during the interviews with
the Black male students. The basis of the collected data was the conversational, open-ended
questions presented during the interviews. All unanswered questions were discarded from the
analysis. The analysis continued after researching the documents from the urban school district.
These documents outlined the standards of procedures, rules, and policies for the urban school
district. There was an analysis of the district's disciplinary policy with the actual implementation
of the disciplinary policy through its suspension rates for Black male students during 2015-2016
school year. This analysis included the suspension rates of Black male students and their student
counterparts. The researcher collected all of these documents.
Credibility and Trustworthiness
Inquiry projects must be credible and trustworthy. Qualitative inquiry projects should be
transparent and rigorous (Lincoln & Guba, 1985). Qualitative inquiry projects should be
accurate, where the researcher must be able to describe the steps taken to verify findings and
interpretations (Lincoln & Guba, 1985). Verification includes triangulation, where various
sources of information confirmed congruence (Lincoln & Guba, 1985).
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 57

The goal of this inquiry project is to have transparency and rigor. The researcher began
by collecting documents from the urban school district. These documents explained how the
urban school district defined and addressed students’ violent behavior. Second, the inquiry
project included interviewing the Black male students. The questions asked during the focus
groups will concentrate on how the students conceptualize violent behavior in school and how
violent behavior effect future goals. The researcher facilitated each one-on-one, in-person
interview. The researcher was in direct interaction with the Black male students. Even though
the researcher works as an Elementary School Principal within the urban school district where
the participants attend school, the researcher was not the principal of any of the schools that the
participants attended. The researcher also works as a volunteer at Our Kids. Nevertheless, the
researcher did not work with the participants. The researcher worked directly with the Executive
Director and/or Founder. In both instances, the participants were not familiar with the researcher
and introduced to the researcher as a graduate student who was conducting a study. As a result,
the researcher built a relationship the Black male students. The inquiry project was accurate.
Triangulation verified the data. The researcher used interviews and documents to confirm
similarity amongst the collected data. Triangulation of the collected data will also be achieved
through member checking. The researcher will analyze the answers from the different
participants.
Ethics
As the qualitative researcher, I dealt with ethical dilemmas while conducting research
study. Ethical dilemmas emerged while collecting data, disseminating of findings, and
determining the relationship between the researcher and the participant (Merriam & Tisdell,
2016). Glesne (2011) adds that the qualitative researcher needs to be aware of areas of
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 58

consideration and forethought, so he or she can avoid learning ethical lessons through trial and
error. I currently work as an Elementary School Principal within the same urban school district
where the students attend school. However, I did not act in an administrative and/or disciplinary
role while conducting this research study.
As a qualitative researcher, I considered and gave forethought to the following areas.
First, I requested the participants’ parent/guardian to complete an informed consent because the
participants are minors. The informed consent is a written consent form that empowers the
participants (Glesne, 2011). The participants were aware that participation is voluntary, of any
aspects of the research that might affect their well-being, and were free to stop participation in
the research study (Glesne, 2011). Second, I submitted my research study to the Institutional
Research Board (IRB) at the University of Southern California in order to ensure the ethical
behavior of research involving human subjects (Glesne, 2011). Third, I was not deceptive.
Under the utilitarian position, it is unethical for the qualitative researcher to misrepresent his/her
identity in order to gain entry into settings otherwise denied to him/her and/or deliberately
misrepresents the purpose of his/her research (Glesne, 2011). Thus, the questions posed during
the interviews and focused on how to improve the conditions of the participants (Merriam &
Tisdell, 2016). It is not the responsibility of the qualitative researcher to be a judge or therapist
(Merriam & Tisdell, 2016). Fourth, at the conclusion of the study, I sent a thank you card as a
token of my appreciation. Thus, the participants did not receive any incentives for participating
in the study.
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 59

Chapter Four: Results and Findings
This research evaluated the program that the urban school district has implemented in
order to address in-school violent behavior by examining the knowledge and skills, motivation,
and organizational influences. Chapter 4 exhibited data collected that assessed the assumed
causes identified in Chapter 3 that explained the influences on Black male students. Interviews
and documents substantiated the qualitative research (Maxwell, 2013).
Site and Participants
Our Kids provided an all-day six-week, summer mentoring and enrichment programs to
students at its physical location. Parents enrolled students into the summer program. All of the
students resided within Newark and exposed to community violence. Only four of the summer
program participants met the selection criteria for participants.
The four participants attended Ford, Hoover, and Nixon Elementary Schools. These
elementary schools were chronically low performing based on the Partnership for Assessment of
Readiness for College and Careers (PARCC), which is a state assessment and had chronically
high-rates of students’ suspensions. Carter and Ford Elementary Schools ranked in the top five
schools with respect to student suspension rates. Amongst all of the schools in the urban school
district, Carter ranked first and Ford ranked fourth in the highest student suspension rates. As a
result, Carter outranked all of the comprehensive neighborhood high schools. In comparison to
the elementary schools, Carter again ranked first and Ford ranked second in the highest student
suspension rates.
Adam participated in Our Kids for one year. He attended Carter Elementary School
during the 2015-2016 school year but transferred to Hoover Elementary School during the 2016-
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 60

2017 school year. Adam is 13 years old and entered the eighth grade. Adam stated that he was
an “introvert who likes computers.” Adam explained, “I spend a lot of time alone. I am okay
being by myself.” Nevertheless, Adam explained that he attended schools where physical fights
where boys fought boys, girls fought girls, and/or boys were part of the school’s environment.
Benjamin always attended Ford Elementary School. He is 11 years old and entered the
sixth grade. Benjamin admitted to having anger issues that lead to violent behavior in previous
school years. He was directly involved in verbal and sometimes physical altercations at school
on a regular basis. Benjamin’s parents enrolled him into Our Kids two years ago as a means to
address his inappropriate behavior.
Carter attended Ford Elementary School. He is 11 years old and entered the sixth grade.
Carter observed other students physically fighting while in school, which occurs “every day.”
He communicated, “I want to be a good student. I try to pay attention despite a lot of noise.”
Carter participated in Our Kids for two years. He attended the afterschool enrichment program
and the summer program.
Daniel is a 10 year old who entered the fifth grade. Daniel always attended Nixon
Elementary School. He participated in Our Kids for two years. According to Daniel, he engaged
in violent behavior. He engaged in physical and verbal confrontations during the school day.
Daniel believes that he was one of many students at his school that had behavior problems.
“Students are bad because there is no trust or appreciation.”
Overview of the Findings
In dissecting, the urban school district current program, the urban school district did not
consistently address in-school violent behavior. Knowledge and skills, motivation, and
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 61

organizational influences presented the findings from the data. Both confirming and
disconfirming examples of data within each of these influences where presented. Students in the
study have procedural knowledge, knowledge of self-regulation, and knowledge of self-identity.
However, the suspension data demonstrated that students do not have knowledge or self-
regulation. The students in the study have self-efficacy. Positive and negative emotions affect
students’ in the study motivation. The students within the study did not experience racial
inequities and believe that they can build relationships with teachers in the school. However, the
same students did not believe that their schools provided a nonthreatening environment. The
suspension data displayed racial inequalities between Black male students and other students
from other races. The modified validated gaps within the knowledge and skills, motivation, and
organization influences demonstrated that these influences needed to be addressed in order to
decrease the in-school violent behavior of Black male students who were exposed to community
violence.
Knowledge and Skills Influences
In analyzing the data from the interviews and documents, the urban school district
educated the students in the study on procedural knowledge. The students in the study have
knowledge of self-regulation and knowledge of self-identity.
The students within the study have the procedural knowledge that violent behavior is
inappropriate in school. This finding was inconsistent with Krathwohl’s (2002) findings that
one’s ability to know how to do something can influence his/her knowledge. During the
interviews, the researcher asked the students if their schools had clear rules and consequences for
misbehavior. All of the students stated that they were fully aware of what was acceptable and
unacceptable behavior in school. Adam said, “Yes, I know the rules. The teachers and
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 62

administrators tell us what to do every day.” All of the students provided actual examples of
unacceptable violent behavior that occurred within their schools. Benjamin stated, “There are
bullies who threaten other students at my school.” Daniel explained how, “kids run the hallways
and cursed out teachers.” Each student knew that violent behavior would result in disciplinary
actions by his principal because the students who participated in violent behavior received a
parent conference and/or an out-of-school suspension. Benjamin explained, “The administrators
and teachers give warnings to go to the office.” Carter concluded, “Students are sent to the
principal if (they) don’t do (their) work. Kids get suspended.”
To reiterate what the students specified, the urban school district trained its school-based
administrators to follow the National School Climate Standards, which is a document used by the
urban school district to support school-based rules and/or policies. Each school community
should “set policies that specifically promote a comprehensive system to address barriers to
learning and teaching and reengage students who have become disengaged” (National School
Climate Council, 2010). Even though the students were aware of the rules and policies of
acceptable behavior, it is unclear why the students continue to indulge in violent behavior while
in school.
Self-regulation. The students in the study acquired and utilized self-regulation skills
within the school. This finding aligned with Mayer’s (2011) findings that learners must be aware
of how they learn and how to control the learning process. All of the students admitted that they
had to learn how to control themselves because self-control did not happen naturally. Adam
answered in the affirmative when asked if he had to learn how to think through alternatives
before acting. Adam stated, “I don’t hang out with boys who get into trouble. I have self-
discipline because I know how to control myself and not become involved in violent behavior.
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You really shouldn’t get rewards to do what you supposed to do.” Adam admitted that he
learned self-discipline through conversations with others. He learned self-control by speaking
with adults of authority such as parents, teachers, and/or administrators on how to deal with
situations. Benjamin learned by talking to himself. Benjamin reminds himself to “keep his
hands and feet to himself” in order to avoid violent behavior. Carter admitted to “sometimes”
acting without thinking through possible alternatives. Carter learned by “thinking happy
thoughts.” He continued, “When you think happy thoughts, you do not get into trouble.” Daniel
also learned self-discipline through incentives. “I like to get rewards like going on class trips,”
replied Daniel as means to prevent involvement in violent behavior.
Yet, the urban school district’s out-of-school suspension rates were inconsistent with the
aforementioned students’ metacognitive abilities but consistent with the findings that youth who
self-reported to reside in neighborhoods that had relatively few resources and greater risks had
low self-regulation (Zalot, Jones, Forehand and Brody, 2007). During the 2015-2016 school
year, students missed 6,207 instructional days due to out-of-school suspensions. The urban
school district reported 2,604 instances related to out-of-school suspensions, which resulted in
2,148 students receiving suspensions. Black male students had the highest suspension rate of
51.35% in comparison to Black female students at 22.53%, Hispanic male students at 17.59%,
Hispanic female students at 7.02%, and white male students at 0.69%.
The data from the out-of-school suspension rates for the students’ schools confirmed
Ducksworth & Gross (2014), where self-control relates to how to answer a conflict that has two
action impulses. One impulse is more valued in the moment and the other impulse relates to
another objective that is of greater value (Ducksworth & Gross, 2014). One hundred sixty-six
students received multiple suspensions from the students’ schools. Two out of the three schools
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had suspension data for the 2015-2016 school year. Black male students had the highest
suspension rate of 67.46% in comparison to Black female students at 21.68%, Hispanic male
students at 9.63%, and Hispanic female students at 1.20%. The total amount of suspensions that
includes general education and special education students, students with accommodations, and
students who received single and multiple suspensions was 387. Black male students earned
68.47% of the suspensions. Black females were 18.08%. Hispanic males and Hispanic females
were 11.08% and 1.03% respectively.
Self-identity. As a positive, the students in this study expressed how learning from
Black male educators could influence their learning process. The researcher asked the students
to complete the sentence, “If we had more Black male teachers at my school, my school would
be?” Adam believed, “They could relate to Black male teachers because they are Black males.
The Black male teachers would teach them how to “get more work done.” The Black male
teachers would treat the students harder and “push the students to their limits.” Daniel described
female teachers as “nags who cannot solve boys’ problems because female teachers are not
boys.” Daniel believed that female teachers provided temporary solutions to problems. Female
teachers did not address the core issues. He furthered stated, “Black male teachers would help
the students solve problems and give more respect.” Specifically, Adam explained the impact of
the all-male group at his school. During the school day, all of the middle school sixth, seventh,
and eighth grade males participate in mentoring sessions. The male students learn about
prominent Black males such as Dr. Martin Luther King, Jr. and Malcolm X. Shabazz, who
affected history to Black males who work within their immediate community. The male students
spend quality time in assemblies and programs geared towards a male audience. Adam
concluded, “I enjoyed going to the male group because we were able to spend time with men.
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 65

We learned about famous men.” Unfortunately, Adam’s school (Hoover Elementary School)
was the only school within the study that had an all-male group for middle school-aged male.
Black male students identify with Black male teachers as positive role models if provided
the opportunity. Nonetheless, in analyzing the aforementioned students’ suspension data, Black
male students recognized the ongoing misbehavior of their peers who were suspended
throughout the school year, which sustained the findings from Ellison (2013) that external and
internal forces play a factor in one’s muteness and belief that one is invisible to others. Ellison
(2013) stated that external forces could silence a person or make a person feel unworthy to be
seen and internal forces can cause damage to one’s psyche and make one feel worthless and
meaningfulness. Overall, the students in the study consistently gave examples of the negative
behavior exhibited by their Black male peers. The students try not to immolate the other male
students who are violent but admit that the negative behavior is highly noticeable and tempting.
“They run around.” “They don’t listen to the teachers and fight all of the time.” “They don’t do
their work or come to school.” Benjamin quietly confessed that “sometimes” he joins the “fun”
instead of completing his schoolwork.
Motivation Influences
The interviews provided data that the students have self-efficacy. In addition, the
interviews and documents validated how emotions affected the students’ motivation.
Self-efficacy. The students in the study have self-efficacy. The findings conflicted with
the findings of Hiemstra, Otten, de Leeuw, van Schayck & Engels (2011) that students with high
self-efficacy were less likely to participate in negative behaviors than students with low self-
efficacy did. Using the National School Climate Standards, the urban school district directed the
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 66

school to “create an environment where all members are welcomed, supported, and feel safe in
school: socially, emotionally, intellectually and physically.” All of the students stated that
receiving low grades on an assignment and/or homework did not diminish their beliefs that they
can improve their performance. All students stated that earning low grades was not a reflection
on their self-efficacy. Adam replied, “I get mad but I can get my grades up if I do my work. My
favorite subjects are Science, Technology, and English Language Arts.” Benjamin disclosed, “I
don’t get mad because it’s just a test. There are more to come.” Carter admitted that he gets
“sad” but he would “try to get a good grade next time.” Daniel explained in details that he
earned honor roll in a previous school year however, he earned “C” and “D” this past school
year. “I wasn’t paying attention. I was talking. This year, I’m going to pay attention.”
The students had the same ideology with respect to a teacher and/or administrator
reprimanding the students for misbehavior. However, the students believe that self-efficacy
diminishes for those Black male students who are receive unfair treatment during a reprimand.
These students also believe that self-efficacy diminishes whenever they are either falsely accused
of misbehavior. Adam stated that he becomes upset whenever he witnessed a teacher and/or
administrator unfairly reprimanding other Black male students. Adam provided an example of a
white female teacher who prohibited Black male students from participating in an all-male
support group at school. Adam stated, “The group was for all of the middle school boys,
especially the boys who act up in class. She would tell the boys that they can’t go to the group
because they didn’t do their work, didn’t pay attention, and caused problems in class. Even
though I was always allowed to go, I didn’t like to see my classmates get treated like that. How
can she complain about the boys if she’s stopping them from getting help? And, she wonders
why they act up in class.” Thus, Adam believes that his Black male peers are warranted in
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 67

demonstrating their violent behavior. Two of the students also expressed that they did not
appreciate being punished when the students believed that they were innocent. Adam answered,
“I get mad for 5-10 minutes but calm down if I did not do something wrong. I get mad if I’m not
the one acting up.” Daniel gave a scenario of being punished when he believed that was
innocent. “I didn’t do nothing. Bad teachers don’t listen. I tried to explain what happened. No
one listened to me. We both got into the fight. The teachers only listened to the other boy. I
was suspended anyway and, he wasn’t.” Consequently, the Black male students become
discouraged or believe that they lack potential.
Emotions. Emotions influence students’ motivation. The findings confirmed Bower’s
(1995) similar findings that negative moods prohibit persistence and mental effort. The urban
school district directed the school-based administrators to create a school community where
practices are identified, supported, and prioritized to promote the learning and positive social,
emotional, ethical and civic development of students as emphasized by the National School
Climate Standards. The students in this study had hope because of the many staff members in
their schools believed in them. The students believed that their schools appreciated them as
Black male students. Benjamin, Carter, and Daniel stated that all students were equally treated.
The teachers viewed the Black male students positively. Benjamin replied, “All students were
appreciated because at school color and gender did not matter.” Carter and Daniel agreed that
Black male students who were not treated positively if the students were not trustworthy and act
bad. “Good students get treats. If you act bad, you do not get treats,” said Daniel. Adam
expanded that the program developed specifically for the middle school aged male students “was
a way of his school showing concern for male students within the school.” Despite the students’
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 68

sense of hope, the question remains how other emotions affects their motivation to decrease in-
school violent behavior.
All of the students believe that respect is reciprocated, which reinforces Leary, Brennan
& Briggs’ (2005) findings that African American adolescent males display violent behavior
whenever they feel disrespected by others. The students that a person earns respect if he gives
respect. No one should demand and/or use fear or violence in order to gain respect from others.
Nevertheless, all of the students explained that they have limits. If another student verbally
insulted him and/or his family, a physical fight will immediately occur. The students gave
stories of being disrespected by a teacher or administrator. For example, Daniel felt that his
school principal disrespected him when the principal suspended Danial without Daniel providing
an account of the incident. A teacher assaulted Benjamin. According to Benjamin, the teacher
gabbed Benjamin by his shirt collar. Neither Benjamin nor Daniel retaliated. Both admitted to
letting their parents address the issue.
The students have different viewpoints of how Black male students earn respect while in
school. Benjamin, Carter, and Daniel believe that Black males students earn respect by being
good students and earning good grades. Benjamin elaborated, “If you are not doing what you’re
supposed to do, you will get respect.” Yet, Adam who was the oldest student stated that Black
male students earned respect by perpetuating the stereotype of urban Black males. According to
Adam, the Black male students who earned respect “traveled in groups.” “They look like the
superheroes moving in slow motion as the superheroes are slowly walking out of a burning
building.” Adam described these Black male students as the boys who wear “sagging pants” and
“wife beaters,” and use curse words and slang language earned the respect in school.
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 69

The students stated that it is never acceptable to hurt someone if you were embarrassed.
The students stated that the embarrassed student should express his feelings and tell the teacher
what happened. Carter explained, “Violence is not the answer.” Adam passionately expressed
that he felt “sorry for students” that were embarrassed at school. Contrary to what the students
state should happen when someone was embarrassed, all of the students were able to provide
examples of using violence to justify embarrassment. Thus, the students were able to confirm
Nathanson’s (1994) findings that violent behavior may follow when a person is shamed.
Benjamin gave an instance, where a male student was embarrassed, retaliated against another
student and was justified in his actions. “One time in class, a girl was picking on a boy. She
wouldn’t stop. The boy said hurtful things to the girl.” Based on Benjamin’s accounts of the
incident, the boy had the right to embarrass the girl.
Organizational Influences
The urban school district’s current program to address in-school violent behavior had
positive and negative aspects. The interviews confirmed that the students believe that there were
racial equities and the ability to build relationships within the school. On the other hand, the
interviews and documents provided disconfirming data on racial inequities and nonthreatening
environment.
Racial inequalities. The organizational climate perpetuates racial inequalities. Students
believe that all students are treated the same despite racial differences. All of the students
responded “no” to whether teachers who belong to another race, Black female teachers, and/or
female teachers who belong to another race treated them differently. Nevertheless, Adam added,
“The teachers show favoritism to the girls. There is always one racist teacher on staff.” Adam
rehashed his interpretation of a scenario when a Latino teacher automatically believed the Latino
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 70

student as opposed to the Black boys. According to the suspension data, both Ford and Carter
Elementary Schools suspended over 100 students during the 2015-2016 school year. Ford
Elementary School suspended 109 students. Out of this amount, 68 were Black male students,
22 were Black female students, 19 were Hispanic male students, and none was Hispanic female
students. Carter Elementary School suspended 211 students. One hundred fifty-nine students
were Black males whereas 26 students were Black females, 24 students were Hispanic males,
and 2 were Hispanic females.
Trusting relationships. The students believe that they can build trusting relationships
within the school. The students stated that the expectations for good behavior by the teachers
and/or administrators within their school are realistic and reachable. Benjamin reinforced the
statement that teachers care about him by setting realistic and reachable. “Good teachers expect
you to do well. I can talk with teachers in private when I have a problem.” Carter declared, “I
know my teachers care about me because they help me. When I’m doing wrong, my teachers tell
me.” Daniel communicated that teachers provided him with “one-on-one assistance” whenever
needed. As a result, the students’ beliefs were consistent with Cleveland’s (2011) findings that
building trusting relationships help struggling boys.
Non-threatening environment. The organization needs to construct a non-threatening
environment for students. The urban school district’s Student Disciplinary Policy permits the
suspension of students, when students commit acts directed against persons or property, results
in violence to another person or property and/or poses a direct threat to the safety of others in the
school. Students may receive an out-of-school suspension for a maximum of 4 days. Still, the
students believe that suspensions are wrong. Daniel firmly explained, “When a school issues a
suspension to students, the school took away the students’ right to learn. You won’t learn
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 71

anything new. You will miss the new math lesson.” The students understand the rationale for
suspensions because students cannot break the rules without punishment. Nonetheless, schools
should develop alternative means to discipline students in lieu of suspensions. Benjamin
mentioned, “Boys are suspended more than the girls are because boys act different from girls.
Boys get into trouble for things that are natural for boys.” Daniel suggested the schools utilize
lunch detention or no recess as alternatives to suspensions.
Benjamin, Carter, and Daniel stated that the incentive programs within the school assisted
the students in following the school’s disciplinary policy and diminish the need for suspensions.
Without the incentives, the students would have difficulty not participating in incidents. These
students listed school trips to certificates of acknowledgement as forms of acceptable incentives.
Adam asserted that students should be able to follow the disciplinary policy without the
assistance of incentives. “I attended a school that did not have an incentive program for kids.
The teachers and administrators always told us the rules. According to Adam, since students did
not earn certificates, awards, parties, and/or special assembly programs for behaving, kids cursed
out the teachers and administrators. There were fights on the playground, in the classrooms, and
in the hallways every day.” As a result, Adam and his classmates referred to the high level of
students’ violent behavior within the school as “Compton hallway” based on the notorious
reputation of gang violence in the City of Compton, California and the movie Straight out of
Compton.
Summary
In conclusion, the interviews with the students and documents from the urban school
district validated the knowledge and skills, motivation, and organization influences. The
students had the procedural knowledge and knowledge of self-regulation that permit them to
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 72

follow the rules and procedures of the school. The students agreed that knowledge of self-
identity is vital in their growth to decrease in-school violence. With respect to knowledge of
self-regulation, the documents confirmed that Black male students throughout the urban school
district were not equipped to control their violent behavior due to the high out-of-school
suspension rate for Black male students in comparison to other students. The students have self-
efficacy and allow their emotions to regulate their motivation. Finally, the students in the
interviews believed that they could build trusting relationships and there is racial equities in the
schools. However, the documents displayed racial inequities. In addition, during the interviews,
the students questioned if the urban school district created a non-threatening environment
because the urban school district’s usage of suspension as disciplinary measures. Chapter 5 will
provide recommended solutions to these validated gaps.

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Chapter Five: Solutions, Implementation, and Evaluation Plan
The purpose of this study was to determine the knowledge and skills, motivation, and
organizational influences and solutions for creating and implementing future goals of low SES
Black male students who were exposed to community violence. Chapter one provided the
background information on the history of community violence within the City of Newark and the
effect of community violence exposure on low SES Black males who engage in violent behavior
while in school. Chapter two emphasized the need to analyze how the students’ knowledge and
skills and motivation and organizational influences affects the aforementioned students. Chapter
three used purposeful sampling to select students as participants for the study. This chapter
outlined how data originated from interviews and documents. Finally, chapter four validated the
assumed influences through qualitative data analysis and confirmed the stakeholders’ knowledge
and skills, motivation, and organizational influences. There were consistency amongst the
responses of the research participants and/or the responses of the research participants and the
documents. There were also inconsistencies between the responses of the research participants
and the documents. Thus, the implementation of solutions may be effective.
The following solutions, implementation, and evaluation plan will address research
question 2: What are the recommendations for organizational practice in the areas of knowledge
and skills, motivation, and organizational resources that will assist in increasing the achievement
of future goals of low SES Black male students who display in-school violent behavior due to
community violence exposure?
Using organizational influences as a guide, a solution plan will address the
organization’s performance along with implementation and evaluation plans. The New World
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Kirkpatrick Model is the framework for evaluating the suggested training sessions and other
recommended solutions to address the performance gaps (Kirkpatrick & Kirkpatrick, 2016).
Recommendations for Practice to Address Organizational Influences
Organizational Recommendations
The researcher focused on the organization and recommendations for the organization
because of the impact that organizational influences have on its students. Interviews, documents,
and literature review will determine if the climate within an organization supports the
stakeholders in reaching their stated goal. The organization needs to change its climate in order
for the stakeholders to meet their goals. As a result, there is a high probability that the
anticipated organizational influences are valid and, there is a high priority that the stakeholders
will reach their goals. There are recommendations for these highly probable influences based on
theoretical principles.
Policies and Processes. Organizations must create and enforce policies and processes
that support students. Milner (2007) outlines that teachers should move their teaching practices
to the next level in order to educate Black students. Teachers and students must envision a life
beyond their present situations (Milner, 2007). Teachers should envision their own teaching and
experiences of their students beyond what the teachers and students exhibit at present (Milner,
2007). The Black male students need to understand that their future situations can be hopeful in
comparison to their current situations (Milner, 2007). Teachers and students should come to
know themselves in relation to others, where the teachers take into consideration their own
perspectives, privileges, beliefs, and life worlds in conjunction, comparison, and contrast to their
students’ and their students’ communities (Milner, 2007). Teachers and students speak in terms
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 75

of possibilities and not destruction (Milner, 2007). Black male students respect teachers who are
respectful towards them (Milner, 2007). When Black male hear teachers speak in the deficit and
speak destruction into their lives, we pay a huge price (Milner, 2007). Teachers and students
should care and demonstrate care for each other, especially in urban classrooms (Milner, 2007).
Teachers and students need to change their thinking in order to change their actions (Milner,
2007). When teachers think of Black male students in deficits, teachers lower their expectations
and prolong stereotypes and misconceptions about Black male students (Milner, 2007). In
addition, Black male students need to change the negative perception and/or views of themselves
and develop positive images of the future possibilities of their lives (Milner, 2007).
Organizations have personal compacts with its employees because of the reciprocal
obligations and mutual commitments that define the relationship between the organization and its
employees (Strebel, 1996). The personal compact can be formal, where the organization defined
the basic tasks and performance requirements for a job (Strebel, 1996). Effective organizations
ensure that organizational messages, rewards, policies and procedures that govern the work of
the organization are aligned with or are supportive of organizational goals and values (Clark &
Estes, 2008). These organizational have the “best” leaders who possess four primary
characteristics: trust, compassion, stability, and hope (Rath & Conchie, 2009). An organization
will achieve its goals when the organization has a system of interacting processes that require
specialized knowledge, skills, and motivation to operate successfully (Clark & Estes, 2008). An
organization will have performance issues whenever its goals, policies, and/or procedures
conflict with the organizational culture (Clark & Estes, 2008).
Students may be successful when the organization has processes and policies that support
the organization’s goals and, there is alignment between the students’ goals and the
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organization’s goals. The probability of students’ learning increases when the classroom
environment is conducive to learning whereas, the probability of students’ learning decreases
when the classroom environment is conducive to failure (Kafele, 2004). It is the organization’s
responsibility to ensure that students have optimal learning environments (Kafele, 2004).
Learning environments consist of classroom management, where rules, consequences, and
rewards serve as the foundation (Kafele, 2004). It is imperative that organizations promote
policies and procedures that enables the organization to support its students as stated in the goals
of the organization.
Integrated Implementation and Evaluation Plan
The organization must implement an evaluation plan in order to ensure that the
organization is adequately servicing its students.
Implementation and Evaluation Framework
The model that informed this implementation and evaluation plan is the New World
Kirkpatrick Model, based on the original Kirkpatrick Four Level Model of Evaluation
(Kirkpatrick & Kirkpatrick, 2006). This model suggests that evaluation plans start with the goals
of the organization and work backwards and that, by doing so, the “leading indicators” that
bridge recommended solutions to the organization’s goals are both easier to identify and more
closely aligned with organizational goals. Further, this “reverse order” of the New World
Kirkpatrick Model allows for a sequence of three other actions: a) first, the development of
solution outcomes that focus on assessing work behaviors, b) next, the identification of
indicators that learning occurred during implementation, and c) finally, the emergence of
indicators that organizational members are satisfied with implementation strategies. Designing
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the implementation and evaluation plan in this manner forces connections between the
immediate solutions and the larger goal and solicits proximal “buy in” to ensure success
(Kirkpatrick and Kirkpatrick, 2016).
Organizational Purpose, Need and Expectations
The organizational mission of Our Kids is to improve the quality of life within our
community’s young male population through educational and mentoring opportunities. This
study wants to research if the in-school violent behavior affects future goals of Black male
students who were exposed to community violence. By December 2017, the students who
experienced community violence will decrease in-school violent behavior by 100% in order to
achieve future goals. This project examined the knowledge and skills, motivational, and
organizational barriers that prevent Black male students from developing and achieving future
goals. The proposed solution requires a collaboration between Our Kids and the students’
schools. The solution consists of training and educational program, open-ended discussions,
self-assessment procedures, student led goal setting, organization support with risk taking and
audit of organizational processes and/or policies.
Level 4: Results and Leading Indicators
Table 6 shows the proposed Level 4: Results and Leading Indicators in the form of
outcomes, metrics and methods for both external and internal outcomes for Our Kids and the
students’ schools. If Our Kids are successful with the expected internal outcomes because of the
training and educational programs, open-ended discussions, self-assessment procedures and
organizational support for Black male students, the external outcomes should also be realized.

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Table 6
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
1. Decrease the
amount of Black
male students who
enter the school-
to-prison pipeline.
Number of Black male students
who were adjudicated due to
school due to violence
Compare the amount of Black
male students adjudicated in the
previous school year to the
amount of Black male students
adjudicated in the current school
year
2. Increase student
achievement for
Black male
students on the
state assessment
(PARCC).
Percent of Black male students
who pass the PARCC
Compare the percent of Black
male students who passed the
PARCC in the previous school
year to the percent of Black
male students of students who
passed the PARCC in the
current school year
3. Decrease the
amount of Black
male students who
dropout of school.
Number of Black male students
who dropout of school
Compare the number of Black
male students who dropped-out
of school in the previous school
year to the percent of Black
male students of students who
dropped-out of school in the
current school year
Internal Outcomes
4. Decrease the
amount of Black
male students
required to have
out-of-school
suspension due to
violent behavior.
Number of Black male students
received out-of-school
suspensions
Compare the amount of Black
male students receiving out-of-
school suspensions to the
amount of other students
receiving out-of-school
suspensions
5. Increase the
amount of school-
wide incentive
reward programs
for the students
Number of rewards presented to
students during the award
ceremonies
Compare the amount of award
ceremonies held per quarter last
school year to the amount of
award ceremonies held per
quarter current school year
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 79

6. Increase amount of
students referred
to Our Kids.
Number of enrolled Black male
students engaging in violent
behavior at school
Compare number of enrolled
students last year to current year
Level 3: Behavior
Critical behaviors. The stakeholders of focus are the Black male students. The first
critical behavior is that Black male students should be respectful. The second critical behavior is
that the Black male students must not use shame in retaliation. The third critical behavior is that
the Black male students must continue to cultivate their knowledge of self-identity. The specific
metrics, methods, and timing for each of these outcome behaviors appear in Table 7.
Table 7
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
1. Be respectful
when someone
is not
respectful to
you.
Number of
disciplinary actions
made by an adult staff
member
Adult staff member will
track the redirected
behavior on a tracking
system that denotes
amount of times any
staff member had to
correct student’s
behavior
Weekly reports of
tracking system
2. Do not shame
anyone in
retaliation.
Number of corrections
made by an adult staff
member
Adult staff member will
track the redirected
behavior on a tracking
system that denotes
amount of times any
staff member had to
correct student’s
behavior
Weekly reports of
tracking system
3. Continue to
nurture
knowledge of
self-identity.
Number of corrections
made by an adult staff
member
Adult staff member will
track the redirected
behavior on a tracking
system that denotes
amount of times any
Weekly reports of
tracking system
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 80

staff member had to
correct student’s
behavior
Required drivers. Black male students require the support of their teachers and/or
administrators to reinforce what they learn in the training and educational programs at Our Kids
and to encourage them to apply what they have learned throughout the school day. Students
should receive certificates and recognition for achievement of goals. Table 8 shows the
recommended drivers to support critical behaviors of new reviewers.
Table 8
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Develop a student created
checklist on how to avoid
and/or deescalate violent
behavior during the school
day.
Ongoing 1, 2, 3
Role-play how to implement
self-control and self-
regulation strategies through
role-play.
Ongoing 1, 2, 3
Model the importance of
knowing self-identity and the
correlation between self-
identity and in-school
behavior.
Ongoing 1, 2, 3
Refresher on how in-school
violence affects goals and
achievement.
Ongoing 1, 2, 3
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 81

Encouraging
Coach students how to
respond to open-ended
questions how to respond to
these questions with answers
that express the students’
emotions.
Daily 1, 2, 3

Rewarding
Certificates for Good
Citizenship
Quarterly 1, 2, 3
Recognition bulletin board for
good behavior
Monthly 1, 2, 3
Monitoring
Hold meetings to conduct
informal audit of the policies
to check with alignment or
interferences with the goals of
the organization and help
create a change in the policies
if the policies are not aligned
with the goals.
Ongoing 1, 2, 3
Use observations to assess
designated milestones
Weekly 1, 2, 3

Organizational support. Our Kids will support the Black male students by assisting the
students in developing and achieving their stated goals. The students will be permitted to
participate in informal audits of the alignment of Our Kids’ procedures and policies to its goals.
Our Kids will support the students in taking risks, trial and error, and failure, but not
incompetence.
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 82

Level 2: Learning
Learning goals. Learning is the degree to which participants gain the projected proposed
knowledge, skills, attitude, confidence, and commitment based on the participants’ involvement
in the training (Kirkpatrick & Kirkpatrick, 2016). Learning is a means to an end and ways
(Kirkpatrick & Kirkpatrick, 2016). Participants learn so they can perform tasks and ultimately
contribute more to the organization (Kirkpatrick & Kirkpatrick, 2016).
The students will be able to:
1. Learn self-control and self-regulation strategies. (P)
2. Learn how to apply self-control and self-regulation strategies. (M)
3. Understand that lack of self-identity can negatively influence in-school violent behavior.
(M)
4. Understand how in-school violent behavior influences short-term and long-term goals.
(M)
5. Analyze their capabilities to regulate their negative emotions that contribute to their
behavior (Emotion)
6. Certify that they can successfully achieve their stated goal (Self-Efficacy)
7. Construct trusting relationships with others within the organization (Processes).
8. Inquire if an organization eliminated any and/or all-racial inequalities (Policies).
9. Inquire if an organization that created non-threatening environments (Policies).
Program. The learning goals listed in the previous section will be achieved with a training
and educational program, which will be held during the afterschool enrichment and/or summer
programs and based on concepts similar to restorative practices. Restorative practices builds
social capital and achieves social discipline via participatory learning and decision-making
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 83

(Wachtel, 2016). According to Wachtel (2016), restorative practices helps to reduce crime,
violence, and bullying. The fundamental unifying hypothesis of restorative practices is people
are happier, more cooperative and productive, and more likely to make positive changes in their
behavior, when others in leadership positions do things with them, rather than to them or for
them (Wachtel, 2016). Restorative practices involve the victim, offender, and their communities
with the intentions that all three parties can participate in a meaningful exchange and decision-
making that repairs the harm done by an offense (Wachtel, 2016). Restorative practices can be
formal and/or informal processes that lead to restoring and building relationships, minimizing
negative emotions, maximizing positive emotions while allowing free expression of affect or
emotions (Wachtel, 2016).
In a customized version of restorative practices, students will participate in training and
educational program that has three focus sessions. The first session will focus on self-control
and self-regulation. The Black male students will attend training that educates the students on
how to avoid and/or deescalate involvement in violent incidents while in school. The students
will learn a systematic approach to address self-control and self-regulation strategies. As a
group, the students will develop a checklist of brief, concrete steps of what they can do during
the instructional day in order to avoid violent behavior and/or how to de-escalate violent
behavior. The males will have the opportunity to participate in role-playing activities prior to
dealing with actual violent incidents that may take place while in school. Finally, students will
have the chance to express their feelings and/or emotions during this session. Students will be
asked open-ended questions regarding their violent behavior with the expectation that students
will express their true feelings behind their behavior. As a result, students will recognize
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 84

negative emotions and how these negative emotions affect their motivation to control and
regulate violent behavior.
The schools’ teachers and/or administrators will play a vital role in the implementation of
the sessions. These staff members will complete a tracking system that denotes the amount of
times during the school day that a student misbehaved and corrected by a staff member. The
teachers and/or administrators will use the same tracking system to collect and analyze data.
The second session will focus on self-identity. The students will be educated on the
importance of self-identity. They will learn through workshops about taking pride in yourself,
self-respect, and Black males who affected history. The students will have the opportunity to
speak in groups with Black males in the community so they can connect and identify with other
Black males who lead positive lives despite exposure to community violence. During these
sessions, the students will understand that their lack of knowledge of self- identity correlates to
their in-school violent behavior. The students will focus on how negative feelings about yourself
can influence your behavior.
The third session will focus on SMART goals. During these sessions, students will learn
how to set and achieve SMART goals. SMART goals are specific, measurable, achievable,
results-focused, and time-bound goals. While working through the SMART goals, the students
will self-assess their abilities to reach their stated goals and learn how their violent behavior will
prohibit them from reaching their stated goals. The students will set milestones within their
SMART goals and will celebrate obtainment of each milestone. These celebrations can be words
or encouragement to a certificate.
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 85

Our Kids will have an obligation to fulfill the learning goals. Students will play an
integral role in the informal audit of Our Kids’ policies. Collaboratively, Our Kids and the
students will ensure that there is an alignment between the policies and Our Kids’ goals. Our
Kids also will create an environment that allows the students to take risks, trial and error, and fail
without disciplinary actions. Nevertheless, violent behavior is not acceptable.
Components of learning. Demonstrating declarative knowledge is often necessary as a
precursor to applying the knowledge to solve problems. Thus, it is important to evaluate
learning for comprehension of metacognitive knowledge. It is also important that learners value
the training and educational programs as a prerequisite to using their newly learned knowledge
and skills during the school day. However, they must also have the attitude that they can
succeed in applying their knowledge and skills and be committed to using them at school. As
such, Table 9 lists the evaluation methods and timing for these components of learning.
Table 9
Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks through group discussions
and one-on-one conversations.
During and after the sessions.
Knowledge checks after actual incidents of
violent behavior
Before and after sessions.
Procedural Skills “I can do it right now.”
Use role-play to demonstrate ability to
successfully perform the skills
During the sessions.
Quality of the verbal feedback that students
provide to each other during group sharing
During and after the sessions.
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 86

Attitude “I believe this is worthwhile.”
Teachers and/or administrators observations of
students’ behavior and/or actions that
demonstrate value of the sessions
During the sessions
Students responses to open-ended questions During the sessions
Confidence “I think I can do it on the job.”
Completion of milestones related to the
SMART goals
During the sessions
Students responses to open-ended questions During the sessions
Commitment “I will do it on the job.”
Creation of SMART goals During the session
Creation of individual student created behavior
checklist
During the session

Level 1: Reaction
Table 10 will outline components that will measure the reactions to the suggestions
sessions.
Table 10
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Attendance During the session
Observations by teachers/administrators During the session
Completion of sessions Ongoing
Relevance
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 87

Check pulse with the students via group
discussions and one-on-one conversations
After every session
Recorded disciplinary actions by teachers
and/or administrators
After completion of SMART goals
Customer Satisfaction
Check pulse with the students via group
discussions and one-on-one conversations
After every session
Students refer other students to participate in
future sessions.
After completion of SMART goals
Evaluation Tools
Immediately following the program implementation. During the sessions,
observations will be used to collect data on the students. The students will be observed during
and after the sessions. Students will participate in a brief survey to determine if the sessions are
applicable to their improving their behavior while in school and the overall satisfaction to the
delivery of the sessions.
For Level 1, during the in person workshop, the instructor will conduct periodic brief
pulse-checks by asking the participants about the relevance of the content to their work and the
organization, delivery, and learning environment. Level 2 the open-ended responses from the
students will also be used as a means to collect data on students’ progress.
Delayed for a period after the program implementation. Approximately four weeks
after the implementation of the sessions, and then again before the conclusion of the school year,
Our Kids will administer a survey containing open and scaled items using the Blended
Evaluation approach. The survey will measure, from the students’ perspective, satisfaction, and
relevance of the training and educational programs (Level 1). It will measures the confidence
and value of applying their training and educational programs (Level 2). Finally, the survey will
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 88

gauge the application of the training and educational programs to their behavior during the
school day and the support from Our Kids they are receiving (Level 3), and the extent to which
their in-school violent behavior has decreased. In addition, in Level 3, new goal of new
reviewers is measured by the completion of stated SMART goals. Each week, the reviewer will
assess the students’ working towards SMART goals by monitoring the students’ abilities to
attain the milestones. The football field dashboard will report the data on these measures as a
monitoring and accountability tool. All students will begin at the fifty-yard line. As they reach a
milestone(s), the student will move towards to completing the SMART goal, which is the
equivalent to a touchdown. If the student engages in violent behavior, he will move backwards
on the football field and away from the SMART goal/touchdown.
Data Analysis and Reporting
In Level 4, there will be an analysis of the reported in-school violent incidents and/or the
reported in-school violent incidents that resulted in disciplinary actions, such as out-of-school
suspensions and/or the adjudication of Black male students. The Level 4 Similar dashboards will
monitor Levels 1, 2 and 3.
Summary
In Level 1, the students are engaged in the sessions because the sessions focus on them
and their behavior. Initially, the students were hesitant to attend the sessions because the
students viewed the sessions as a punishment that entailed the students being removed from the
classroom. With the assistance of various staff members, the students entered the sessions open-
minded. As the sessions progressed, the students understood that the sessions help them
decrease their violent behavior and become successful students. By the conclusion of the
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 89

sessions, the students were satisfied with the sessions. The sessions addressed the students’ self-
identity, emotions, and interactions within the school.
With respect to Level 2, the students struggled. The students wanted to commit to the
new knowledge and skills that were presented during the sessions. The students understood what
were expected from them while in the sessions. The students acknowledged that they had issues
with controlling their violent behavior. During the one-on-one and group conversations, the
students stated that they are confident that they are able to create goals and decrease their violent
behavior. However, once the students returned to their respective classrooms, many of the
students reverted to past violent behavior patterns. The primary reason why the students
struggled within the classroom was the students expressed the lack of support from various
teachers. According to the students, only a few teachers expected change in students’ behavior
and/or supported the students meeting their SMART milestones and/or goals. As a result, the
students’ attitude about performing the new skills within the classroom did not meet
expectations.
For Level 3, the students’ performance occasionally met expectations. Teachers and
administrators who supported the sessions provided reinforcement for the students, especially if
the students were not able to meet expectations. These teachers and administrators also
encouraged the students to reach SMART milestones and/or goals. Those teachers and
administrators who did not support the sessions continued to observe violent behavior from the
students.

IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 90

Strengths and Limitations of the Approach
The Clark and Estes (2008) Gap Analysis model provided a strong framework for this evaluation
study. Breaking down this complex problem of the gender gap in the technology industry into
knowledge, motivation and organizational influences enabled a systematic analysis of the
problem. The use of the Kirkpatrick and Kirkpatrick New World Model (2016) was a strong
compliment to the Gap analysis model. The New World Model provided a comprehensive
framework for recommended solutions for closing the knowledge, motivation, and organizational
gaps found during the research process.
Strengths
This study has strengths. First, the students were the participants in the study. The
researcher believed that it would be vital to interview the Black male students considering the
Black male students want to improve their behavior while in school. The Black male students
provided insight on their interpretation of the urban school district’s rules, policies and/or
procedures that address in-school violence. The students gave information on how they address
and/or justify in-school violence. The students also challenged the urban school district’s
disciplinary policies that tackle in-school violent behavior. Second, this study is not judgmental.
By utilizing the evaluation model, the current program that is used to deal with in-school
violence was dissected into its positive and negative parts. As a result, the researcher can
provide concrete solutions that may lead to improvement of the urban school district’s program.
Limitations
This study has limitations. First, the amount of participants in the study was low. Due to
the summer months and school closed for summer break, it was difficult to obtain students to
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 91

participate in the study. Many of the students who participated in Our Kids during the school
year did not participate in Our Kids summer program. As a result, the amount of students who
were eligible to participate in the study was limited. Second, there was not an equal amount of
students represented in each grade level. Participants were required to be middle school aged
students. Within the study, majority of the participants were in grade 5 and 6. Only one
participant was in the 8
th
grade. The differences in the grade levels may have caused a disparity
in responses because of the age and/or maturity differences. Third, all of the participants have
attended the programs at Our Kids for at least one year. Thus, these participants benefited from
the male mentoring at Our Kids. Some of the participants stated that Our Kids has assisted them
in controlling their inappropriate in-school behavior. The study could have recruited participants
who are new to Our Kids. Fourth, the suspension data did not delineate the specific acts that
resulted in the students’ suspension(s). The urban school district outlined in its Discipline Policy
that students may be suspended for acts directed persons or property and/or acts which resulted
in violence to another person or property or which pose a direct threat to the safety of others in
the school. Fifth, the urban school district’s policy also stated that students cannot be suspended
more than twice during each school year. The data provided if the students received one
suspension and if the students received more than one suspension. This data may include
students who were suspended more than the urban school district’s guidelines. There was a
limited amount of participants because the study concluded during the summer months. Many of
the participants were not accessible during the summer months.
Future Research
This study researched the impact of in-school violence on the future goals of Black male
students. The study correlated exposure to community violence and Black male middle school-
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 92

aged students. This was a microscopic view on a large issue that plagues urban school districts.
The study identified influences through the KMO Framework, which addressed the knowledge
and skills, motivation, and organizational factors related to the students’ performance (Clark &
Estes, 2008). Nevertheless, future research can expand organizations’ approach to educate Black
male students.
In a future study, the researcher can target students who attend schools that have high
suspension rates for Black male students in comparison to other students from different
demographic groups. These participants can provide deeper insight on how the students believe
schools treat students who attend a school that has data that clearly shows a discrepancy in its
suspension data amongst students.
Another study can focus on Black male students who were adjudicated because of violent
in-school behavior. Schools disciplinary actions led to the arrest and/or sentence of participants.
As stated in the this research study, some students become part of the school-to-prison pipeline
due to the schools’ using the criminal justice system to punish students.
Finally, the teachers and/or administrators who work as educators are the participants of
the study. The teachers and/or administrators can answer questions regarding why they believe
Black male students are involved in in-school violence and explain the disparity in the
suspension rates between the different demographic groups.
Conclusion
Organizations that service low SES Black male students continue to use punitive
measures such as suspensions and the criminal justice system to address these students’ in-school
violent behavior. As result, low SES Black male students experience high rates of suspensions
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 93

and experiences in the juvenile justice systems that surpass their peers of other racial and gender
backgrounds.
This study furnishes educators within these organizations with data that looked beyond
the actual act of in-school violence and scrutinized how knowledge and skills, motivation, and
organizational influences create challenges for Black male students. The researcher analyzed the
control of community violence on youth and the future goals of youth. The study was based on
the experiences of participants who reside within an urban city that is known for its violent
communities. Instead of examining the views of the adults, the researcher examined the
students’ interpretations of in-school violent behavior. The emotions of students affect their
behaviors while in school. Students admitted that disrespectful and embarrassment due to
violent behavior was justified. Finally, the students believed that organizations should create
incentives to encourage students to follow the rules and policies of the organizations and
discourage misbehavior. Students blatantly believed that suspensions are not beneficial for
students and, organizations should find other means to discipline students.

IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 94

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Appendix A
Interview Protocol
A semi-structured focus group interview protocol will tackle the gap analysis between
knowledge and skills, motivation, and organization. The semi-structured focus group interview
protocol will allow the researcher to use a mix of more or less structured questions with flexible
wording of questions (Merriam, 2016). In addition, the researcher will be able to collect specific
data from the interview participants by exploring a list of questions and/or issues (Merriam,
2016).
Potential Interview Questions
Introduction: “Thank you for meeting with me. I am a doctoral student at the University of
Southern California and, I want to help Our Kids improve its programs for middle school aged
Black male students. Our Kids wants to ensure that its programs are assisting the students. One
of the issues that Our Kids faces is how to provide male adult mentoring and academic programs
to Black male students who are exposed to community violent and want to decrease their in-
school violent behavior. I hope to learn from your answers. Your answers will remain
anonymous and, your responses will not be used against you. You may choose to skip any
question. You may leave this interview at any time. The total time should not take longer than
60 minutes. Do you have any questions before we begin? Do you mind if I record our
interview? I will destroy the recording once I completed my research.”
1. How is your school year?
2. What do you like about your school?
3. What you do not like about your school?
4. Why did you select this school over other schools in the district?
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 110

5. How often does violence take place at your school?
6. How do you define in-school violence?
7. How does your school deal with violence and/or violent activities by students?
8. How does your school deal with violence and/or violent activities by Black male
students?
9. What disciplinary rule(s) do you think is fair at school?
10. What disciplinary rule(s) would you change at school?
11. Compare the discipline actions of teachers, Vice Principal(s) and/or Principal with Black
male students against other students at your school.
12. When are Black male students justified in using violence at school?
13. How do you know if the teachers, Vice Principal(s) and/or Principal respect you?
14. How do you know if the other students respect you?
15. How do the Black male students in your school earn respect from the teachers, Vice
Principal(s) and/or Principal?
16. How do the Black male students in your school earn respect from the other students?
17. Are there times when you show violent behavior at school?
18. How do your classmates react to your violent behavior or the violent behavior of other
Black male students?
19. How do your teachers/administrators react to your violent behavior or the violent
behavior of other Black male students?
20. How do you feel if other students called or labeled you a violent student or called or
labeled other Black males violent students?
IMPACT OF IN-SCHOOL VIOLENT BEHAVIOR ON FUTURE GOALS 111

21. How do you feel if teachers/administrators called or labeled you a violent student or
called or labeled other Black males violent students?
22. How does violent behavior give a Black male student power?
23. When another student embarrasses me I….
24. When a teacher, Vice Principal(s) and/or Principal embarrasses me I…
25. How can Black male students control their violent behavior?
26. As a Black male student, explain if you feel like you are given a fair chance to explain
your side of a story to a teacher, Vice Principal and/or Principal if you were involved in
an incident.
27. As a Black male student, explain if you feel like all Black male students are given a fair
chance to explain their sides of a story to a teacher, Vice Principal and/or Principal if you
were involved in an incident.
28. Explain why the violent behavior may stop Black male students from earning good
grades in school or making honor roll.

Abstract (if available)

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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Asset Metadata

Creator Handfield, Dorothy C. (author)

Core Title In-school violent behavior impacts future goals of low socioeconomic status Black male students who were exposed to community violence

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 02/07/2018

Defense Date 11/07/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag black male students,Black males,community violence exposure,in-school violent behavior,low socioeconomic status,OAI-PMH Harvest

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Crawford, Jenifer (committee chair), Green, Alan G. (committee member), Hirabayashi, Kimberly (committee member)

Creator Email consultingdch@gmail.com,handfiel@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-468505

Unique identifier UC11266913

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Legacy Identifier etd-HandfieldD-6000.pdf

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Document Type Dissertation

Rights Handfield, Dorothy C.

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Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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