Implementing Self-Advocacy Training within a Brief Psychoeducational Group to Improve the Academic Motivation of Black Adolescents

Abstract

The purpose of this dissertation is to make inference about the effectiveness of self-advocacy training in increasing the academic motivation and academic self-concept of Black adolescents. Action research and phenomenological approaches are utilized concurrently throughout the N=1/ ABA single subject experimental design that will be repeated six times. Black adolescents are confronted with ongoing social barriers that affect their academic motivation. School counselors can improve the educational landscape for Black adolescents by employing advocacy competencies in their schools. The dissertation describes the research study results of a brief psychoeducational group that was employed to teach self-advocacy skills to Black adolescents, with the ultimate goal of improving their academic self-concept and academic motivation.