Abstract
The educational attainment levels, health status, and socio-economic conditions of Black children reflect that adolescent Black girls ages 11-14 are in jeopardy of developing a number of deficiencies that prevent them from actualizing their fullest potentials. Adolescent Black girls can gain a sense of self-identity, group-identity, and agency through learning environments where an African Centered Pedagogy (ACP) is implemented. ACP serves as a critical intervention to nurture the minds, bodies, and spirits of adolescent Black girls, while counteracting the onslaught of dangerous social factors. Sources of Data The responses of twenty-eight middle school students and parents who are members of an ACP after-school program were examined. Qualitative and Quantitative data was collected through questionnaire and survey in order to assess the impact of ACP on the girls’ self and group identity. Conclusions Reached A significant number of participants demonstrated that exposure to African-centered pedagogy had impacted their concepts of self and group identity positively. The ACP program was also found to have had a positive impact on the girls’ parents and community as well.