Committee Chair

Rausch, David W.

Committee Member

Crawford, Elizabeth K.; Bernard, Hinsdale; Rutledge, Valerie


School of Professional Studies


College of Health, Education, and Professional Studies


University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)


This study was designed to determine if there was a significant difference in the self-perception of fourth and fifth grade African American male participants in the Nation Builders Leadership Program and fourth and fifth grade African American male participants in traditional extracurricular programs offered at Paul Laurence Dunbar Elementary School. The availability sample included 30 African American males. Fifteen participants were randomly assigned to the Nation Builders Leadership Program and fifteen were randomly assigned to other programs by the school’s administration. The participants selected were given the self-perception profile family of assessments (SPPC) designed by Dr. Susan Harter. The SPPC was given as a pretest and posttest to assess each participant’s self-perception in six dimensions: scholastic competence, social competence, athletic competence, physical appearance, behavioral conduct, and global self-worth. The dependent variable was the scores on the SPPC. This quantitative instrument was given before and after the students’ engagement in the programs to ascertain the programs' relationships with their self-perception. The findings of the study seem to suggest that there is a significant difference in the self-perception of Nation Builders program participants and the self-perception of traditional program participants, as measured by the Harter SPP.


I would like to express my appreciation to the chair of my doctoral committee, Dr. David Rausch, for his guidance and patience during my doctoral journey. I would also like to thank Dr. Hinsdale Bernard for helping me through the statistical elements of the dissertation process. I thank Dr. Elizabeth Crawford and Dr. Valerie Rutledge for the help and inspiration they provided. Each of my professors challenged me, encouraged me, and inspired me during key moments of this process. Furthermore, I am grateful for the support of my family and friends who believed I would complete this process when I found it difficult to believe it myself.


Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.




African American children--Education (Elementary)--Georgia--Atlanta; Student activities--Georgia--Atlanta


youth, leadership, African American, boys, education

Document Type

Doctoral dissertations




viii, 81 leaves