Relevant bibliographies by topics / African American students African American students School improvement programs

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  2. Dissertations / Theses
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Academic literature on the topic 'African American students African American students School improvement programs'

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Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "African American students African American students School improvement programs"

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Hacisalihoglu, Gokhan, Uwe Hilgert, E. Bruce Nash, and David A. Micklos. "An Innovative Plant Genomics and Gene Annotation Program for High School, Community College, and University Faculty." CBE—Life Sciences Education 7, no. 3 (2008): 310–16. http://dx.doi.org/10.1187/cbe.07-08-0061.

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Today's biology educators face the challenge of training their students in modern molecular biology techniques including genomics and bioinformatics. The Dolan DNA Learning Center (DNALC) of Cold Spring Harbor Laboratory has developed and disseminated a bench- and computer-based plant genomics curriculum for biology faculty. In 2007, a five-day “Plant Genomics and Gene Annotation” workshop was held at Florida A&M University in Tallahassee, FL, to enhance participants' knowledge and understanding of plant molecular genetics and assist them in developing and honing their laboratory and computer skills. Florida A&M University is a historically black university with over 95% African-American student enrollment. Sixteen participants, including high school (56%) and community college faculty (25%), attended the workshop. Participants carried out in vitro and in silico experiments with maize, Arabidopsis, soybean, and food products to determine the genotype of the samples. Benefits of the workshop included increased awareness of plant biology research for high school and college level students. Participants completed pre- and postworkshop evaluations for the measurement of effectiveness. Participants demonstrated an overall improvement in their postworkshop evaluation scores. This article provides a detailed description of workshop activities, as well as assessment and long-term support for broad classroom implementation.
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Proctor, Sherrie L., Afshan Nasir, Tossea Wilson, Kathrynne Li, and Paola Castrillon. "Retention and persistence of African-American students in school psychology programs." Psychology in the Schools 55, no. 5 (2018): 506–22. http://dx.doi.org/10.1002/pits.22124.

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Prater, Loretta Pinkard. "Early Pregnancy and Academic Achievement of African-American Youth." Exceptional Children 59, no. 2 (1992): 141–49. http://dx.doi.org/10.1177/001440299205900207.

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Competing demands of school and home can thrust adolescent mothers into stressful situations. Meeting the requirements to achieve academically can be a challenge, especially for students previously identified as “slow learners.” These students may conclude that academic achievement is an impossibility. How can special educators and service providers help? What environmental variables affect these young mothers' learning capabilities ? This study used a case study research approach to study 10 African-American adolescent mothers who were already at risk of dropping out of school programs. Successful strategies to keep these students in school include school-based clinics, teacher training, sex education, and school-community support.
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Williams, Keith B. "Perceptions of Social Support in Doctoral Programs among Minority Students." Psychological Reports 86, no. 3 (2000): 1003–10. http://dx.doi.org/10.2466/pr0.2000.86.3.1003.

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This study examined the perceptions of social support reported by 70 African-American, 44 Hispanic, 20 Native-American, and 69 Asian-American doctoral students ( N = 203) concerning their experiences in graduate school. The Doctoral Student Survey was used to measure the levels and types of social support provided. One-way analysis of variance of mean scores indicated that a majority of doctoral students perceived the academic environment on campus and faculty advisers to be strong sources of social support, while perceiving the social environment on campus as unsupportive of their progress. The African-American and Native-American doctoral students perceived the social environment on campus to be less supportive than did the Hispanic and Asian-American doctoral students, and Native-American doctoral students perceived their departments to be less supportive than did the African-American, Hispanic, and Asian-American doctoral students.
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Jordan, Diedria H., and Camille M. Wilson. "Supporting African American Student Success Through Prophetic Activism." Urban Education 52, no. 1 (2016): 91–119. http://dx.doi.org/10.1177/0042085914566098.

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This article describes how African American students’ success can be improved via the increased support of Black churches and their partnerships with public schools. Findings and implications from a comparative case study of two North Carolina churches that strive to educationally assist African American public school students are detailed. Both churches have outreach programs in local schools, and their activities indicate the value of faith-based partnerships embodying “prophetic activism” that benefits broader communities and empowers African Americans overall. We draw upon the study’s findings to recommend partnership strategies for church and public educational leaders.
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Jones, Brandolyn E., Rebecca M. Bustamante, Pamela Gray, and Benita R. Brooks. "Exploring Cultural Responsiveness Among European American Principals in Rural Schools With High-Performing African American Readers." Journal of School Leadership 29, no. 2 (2019): 115–29. http://dx.doi.org/10.1177/1052684619832155.

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A comparative case study approach was applied to explore the extent of cultural responsiveness of two European American principals working in two select rural elementary schools where African American students consistently scored high on reading achievement tests. Results suggested African American students’ high levels of reading performance in the rural school environments were influenced largely by synergistic systems of community integration, culturally relevant leadership practices, and teacher professional development. Recommendations for practicing rural principals, principal preparation programs, and educational researchers are shared.
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Matthew, Janice L., Anne K. Golin, Mary W. Moore, and Carol Baker. "Use of SOMPA in Identification of Gifted African-American Children." Journal for the Education of the Gifted 15, no. 4 (1992): 344–56. http://dx.doi.org/10.1177/016235329201500404.

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To increase the proportion of elementary minority students identified as gifted, the System of Multicultural Pluralistic Assessment (SOMPA) was employed with minority disadvantaged children in a large urban school district. A group of African-American students in second through fifth grades became eligible for gifted programming when their IQ scores were adjusted using SOMPA procedures. The performance of these SOMPA students on the Ross Test of Higher Cognitive Processes and other measures did not differ from that of a group of African-American gifted students who were identified on the basis of traditional criteria. There were also no significant differences between the groups in Ross subtest scores seven months later. The SOMPA procedures used to identify these gifted students may provide an alternative method to increase the proportion of minority students in gifted programs; particularly in states that use IQ cut-off scores for placement decisions.
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Cornell, Dewey G., Marcia A. B. Delcourt, Marc D. Goldberg, and Lori C. Bland. "Achievement and Self-Concept of Minority Students in Elementary School Gifted Programs." Journal for the Education of the Gifted 18, no. 2 (1995): 189–209. http://dx.doi.org/10.1177/016235329501800206.

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Despite considerable interest in the identification of minority students for gifted programs, few studies have investigated minority students actually selected for gifted programs. The present study reports on the standardized achievement scores and self-concept levels of African-American (N = 299), Hispanic (N = 52), and white (N = 595) elementary school students placed in gifted or regular school programs. Results indicate that minority students identified for gifted programs scored significantly higher on achievement measures than minority students placed in regular classrooms, although white gifted-program students scored significantly higher than both African-American and Hispanic gifted-program students. There were no minority-group differences in academic or social self-concept. Additional analyses suggested that the distinction between academic and social self-concept used with white students may not be applicable to minority students. This article challenges gifted education to address the conceptual problems and methodological difficulties in interpreting the meaning of standardized achievement test scores for minority students in gifted programs.
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Williams, Keith B. "Minority and Majority Students' Retrospective Perceptions of Social Support in Doctoral Programs." Perceptual and Motor Skills 95, no. 1 (2002): 187–96. http://dx.doi.org/10.2466/pms.2002.95.1.187.

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This study examined the perceptions of amount and types of social support reported by minority and majority doctoral students during graduate school. Analysis of responses from 803 White, 292 African-American, 179 Asian-American, 151 Hispanic, and 29 Native American doctoral students ( N = 1,454) using the Doctoral Student Survey showed that most doctoral students across groups were moderately satisfied with their programs and they perceived the academic environment and faculty advisors to be strong sources of social support. White doctoral students reported greater program satisfaction, more positive perceptions of the academic environment, and fewer program problems than African-American doctoral students, while the latter reported more negative perceptions of the social environment than the other group.
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Grey, Lorise. "The Impact of School-Based Mentoring on the Academic Achievement Gap." Professional School Counseling 23, no. 1 (2019): 2156759X1989025. http://dx.doi.org/10.1177/2156759x19890258.

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This study examined data from the Institute of Education Sciences’ evaluation of school-based mentoring (SBM) programs to establish a causal relationship between SBM and reduction of the academic achievement gap between African American and White middle school students. Participation in SBM improved the academic performance of all students. The findings demonstrated a sizable increase in African American students’ grade point average as a result of same-race mentoring. Implications for school counselors seeking to reduce the achievement gap are discussed.
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Dissertations / Theses on the topic "African American students African American students School improvement programs"

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Middleton, Dewayne. "A survey of Upward Bound Programs on the achievement of rural high school students." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-06232008-120222.

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Lewis-Briggs, Stephanie Kay. "The effectiveness of small learning communities in program improvement schools." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1907248581&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of California, Riverside, 2009.<br>Includes abstract. Includes bibliographical references (leaves 90-105). Issued in print and online. Available via ProQuest Digital Dissertations.
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Westerfield, Tanisha Shantelle. "THE EFFECT OF LOOPING AND TEAMING ON RURAL BLACK MIDDLE SCHOOL STUDENTS SENSE OF BELONGING." MSSTATE, 2009. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06262009-105437/.

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The purpose of this study is to examine rural black middle school students sense of belonging in looping and teaming settings. This research is based on prior research that school offers an essential source of support for adolescent students as they come to an all-important crossroad in their life journey: the merging of school culture, home culture, and the transition to adulthood. The literature on adolescent psychology confirms that sense of belonging is important during adolescence. The importance of this study lies in its ability to examine how the constructs of teaming and looping contribute to rural black middle school students feelings of belongingness in school. Data for this qualitative study were drawn from interviews, focus groups, observations, and document analysis of seven middle school students over the course of an academic year. This study offers insight for educators and policymakers that make decisions for adolescents into how alternative school structures can affect rural black students.
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Foss, Ivy. "African American Student Placement in Disciplinary Alternative Education Programs." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062856/.

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The purpose of this study was to determine the relationship (predicative capability) between selected variables, specifically, African American student enrollment, teacher ethnicity, and urban or rural district classification and the number of African American student placements in a disciplinary alternative education program (DAEP). The study used a non-experimental ex post facto design. Archival data from the Texas Education Agency were used to identify Texas schools that sent African American students to a DAEP during the 2013-2014 school year. Archival data from the Texas Education Agency were also used to identify African American student enrollment and teacher ethnicity for the selected school districts. Finally, archival data from the Texas Department of Agriculture were used to identify district classifications of urban or rural. Participants in this study consisted of 187 school districts that placed African American students in a DAEP during the 2013-2014 school year. Based on the findings, teacher ethnicity and African American student enrollment are statistically significant contributions to African American student placement in a DAEP. Urban or rural district classification is not a statistically significant predictor in the same placements. Results of this study add to existing literature by confirming that there is an overrepresentation of African American student placements in DAEPs and suggesting possible ways to combat this epidemic.
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House, Sheldon Angell Maureen E. "Understanding educational resources and supports hearing the voices of African American high school students /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196668.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed May 23, 2006. Dissertation Committee: Maureen E. Angell (chair), Sharon K. Litchfield, Mary M. O'Brian, W. Paul Vogt. Includes bibliographical references (leaves 171-181) and abstract. Also available in print.
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Craft, Eleanor N. V. "Secondary African American Students’ Perceptions of their Experiences in Special Education Programs: A Qualitative Interview Study." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399634582.

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Zeske, Karen Marie. "Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804960/.

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Many students and their families do not understand the impact of students’ involvement in gifted or advanced academics educational programs and their potentially positive effects and challenges. Nationally African American students are underrepresented in gifted and advanced academics courses in high schools; however, African American students and families often do not advocate for their inclusion in these educational pathways. A survey of literature supporting this study of voices of African American families concerning gifted and advanced academics participation focused on (1) the historical underpinnings for equity and excellence for African American and for gifted and advanced academics learners, (2) how the lack of an agreed upon definition of gifted and advanced academics by the professional field might contribute to the problem, and (3) how African American parents made educational decisions for and with their children, especially concerning college. Employing semi-structured interviews and a focus group, this qualitative case study examined how four students from each of three groups, gifted and talented, advanced academics, and neither, and a representative group of their parents perceived these programs and their children’s involvement in them within the framework provided by a single school district. African American families in this study asked for a partnership to support their children in building resiliency to choose and remain in gifted and advanced academics programs. Students reported that they could access more rigorous coursework if they were supported by mentoring peers, in addition to informed family and educators. The matching intonations and word choices of the children and parents suggested academic success pathways as students carried the voices of their families with them.
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Amelia, Jefferson D. "Perceptions of African-American middle school gifted students regarding factors that influence their attrition in gifted education programs." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/282.

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This study examines the relationship between the attrition of African-American gifted students’ participation in gifted programs and their racial identity, cultural attitude, self-esteem, group membership, teacher support, and student demographics from the student’s perspective. This study was based on the premise that some underrepresentation of African- American gifted students is partially caused by gifted students own choices not to participate in gifted programs. This concept is less explored in the research with the John Uzo Ogbu (2003) controversial research as its foundation. A Pearson r Product Moment Correlation Coefficient research study was used to determine if there was a relationship between the attrition of African-American gifted students participation in gifted programs and their racial identity, cultural attitude, self esteem, group membership and teacher support. A questionnaire was developed for students for the purpose of collecting and analyzing data to test the null hypotheses, which states that no relationship exists. The conclusions drawn from the findings suggest the results of this study indicate that there is no significant relationship between African-American gifted students’ racial identity, cultural attitudes, self-esteem or teacher support and their attrition in the gifted program. However, there is a significant relationship between African-American gifted students’ group membership and their attrition in the gifted program. Specifically, those students who had feelings of alienation from the other gifted students were more likely to be at-risk for attrition in their gifted program. Therefore, the null hypothesis was accepted for research questions one through three, and number five but the null hypothesis was rejected for research question number four.
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Nisly, Jenelle Susan. "The perceptions of African American middle school students about participation in gifted programs: A qualitative study to promote social justice in gifted education." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/795.

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African American students have been historically underrepresented in gifted programs throughout the United States. Research about retaining identified African American students in gifted programs is limited. This qualitative phenomenological study examined the perceptions of a purposeful sample of seven identified talented and potentially talented African American middle school students about participation in gifted programs. The purpose of the study was to understand the meaning of participants' expectations, attitudes, and experiences with regard to participating and remaining in a gifted program or participating and then dropping out. Data were collected through individual interviews. Interpretative phenomenological analysis revealed that participants expected talented and gifted programs to be challenging, boring, or fun. Attitudes about learning in gifted programs included a preference for hands-on activities, the study of other cultures, accelerated work, and a desire for a daily class rather than a pullout program. Male and female African Americans experienced participation in gifted programs differently. Males perceived that they are normal and like everybody else, but females perceived the need to resist conforming to negative African American stereotypes. Recommendations that could improve retention rates for African Americans in gifted programs include revising policies regarding gifted program delivery and providing teacher training with an emphasis on African American cultural sensitivity. The contribution of this study to the body of research literature has implications for positive social change because developing the talents and gifts of African Americans through gifted programs could result in higher college graduation rates and greater employment opportunities.
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Hutchins, Jason. "Closing the reading achievement gap between African American students and their peers at a suburban middle school: The impact of school improvement plans." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6292.

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The goal of this Dissertation in Practice was to design a School Improvement Plan focused on improving reading performance of African American students at Suburban Middle School (SMS). The problem of practice was that African American students at Suburban Middle School have performed significantly lower than their White peers over the course of the 2009-2013 school years in reading performance. The reading deficiencies of African American students needed to be directly addressed in a new School Improvement Plan (SIP). The literature review of this study found that there are many different components that influence the reading performance of African American students. For this Dissertation in Practice, a new School Improvement Plan focused primarily on 6 different areas will be the end result. The components that will be examined are: 1) school climate, 2) utilization of data, 3) parental involvement, 4) professional development, 5) instructional strategies, and 6) collaboration. While these are the 6 key elements of successful models, there were also additional sub groupings within each element that also had an influence on student achievement levels. In addition to examining previous School Improvement Plans at SMS, the end result and final deliverable was a School Improvement Plan designed to close the existing achievement gap in reading between African American students and their peers at SMS. Suggested use for the new model of the School Improvement Plan was to focus specifically on the 6 key elements to address the reading performance of African American students.<br>Ed.D.<br>Doctorate<br>Education and Human Performance<br>Education
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Books on the topic "African American students African American students School improvement programs"

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Kofi, Lomotey, ed. Going to school: The African-American experience. State University of New York Press, 1990.

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Bumbary, Sara Johnson. A course on social dynamics for urban junior high school students: A case study in school improvement. 1991.

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School Social Work Services in Federally Funded Programs: An African American Perspective. Rowman & Littlefield Publishers, Incorporated, 2012.

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Graham, Patricia Albjerg. Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.001.0001.

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In this informative volume, Patricia Graham, one of America's most esteemed historians of education, offers a vibrant history of American education in the last century. Drawing on a wide array of sources, from government reports to colorful anecdotes, Graham skillfully illustrates Americans' changing demands for our schools, and how schools have responded by providing what critics want, though never as completely or as quickly as they would like. In 1900, as waves of immigrants arrived, the American public wanted schools to assimilate students into American life, combining the basics of English and arithmetic with emphasis on patriotism, hard work, fair play, and honesty. In the 1920s, the focus shifted from schools serving a national need to serving individual needs; education was to help children adjust to life. By 1954 the emphasis moved to access, particularly for African-American children to desegregated classrooms, but also access to special programs for the gifted, the poor, the disabled, and non-English speakers. Now Americans want achievement for all, defined as higher test scores. While presenting this intricate history, Graham introduces us to the passionate educators, scholars, and journalists who drove particular agendas, as well as her own family, starting with her immigrant father's first day of school and ending with her own experiences as a teacher. Invaluable background in the ongoing debate on education in the United States, this book offers an insightful look at what the public has sought from its educational institutions, what educators have delivered, and what remains to be done.
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Book chapters on the topic "African American students African American students School improvement programs"

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Wallace, Jerry L., and Vida A. Robertson. "Indicators for Success for African-American Male College Students." In African American Suburbanization and the Consequential Loss of Identity. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7835-2.ch008.

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This chapter will review the repercussion of the exodus of African-American families migrating to suburban areas and the impact it had on African-American male students in urban areas that transition from high school into the collegiate environment. The importance of what impact do dual credit programs have on college preparedness and higher wages for African-American males be a cornerstone of emphasis. There is a concern that African-American males in urban areas have been marginalized and do not have resources that allow for corridors to be built that could promote college success whereas their suburban counterparts may have direct access to specific information and platforms supporting collegiate success. This chapter will include components centered on higher education success readiness in comparison of two school districts within a large metropolitan area and reference to Evans' developmental intervention model.
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Eakins, Sheldon Lewis. "A School Model for Developing Access to Higher Education for African American." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch014.

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This chapter discusses the social inequalities in school choice and the racial disparities of college access. Utilizing the theories of social capital and social inclusion, the author provides a conceptual framework for developing a college-going school culture in charter schools. Through this lens, the author considers that the level of school support needs to be equitable to the varying stages of self-efficacy, academic behaviors, and post-secondary aspirations that students enter school with. The author suggests the importance of the RECIPE (rigorous curriculum, expectations, collegiality, interconnection, parental engagement, and exposure) to prepare African American students for college.
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Sandifer, Mariama Cook, Eva M. Gibson, and Sarah N. Brant-Rajahn. "WOKE." In Advances in Psychology, Mental Health, and Behavioral Studies. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7319-8.ch002.

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Social justice advocacy is a term commonly utilized to describe action steps initiated to remove obstacles to success for underrepresented students. This chapter challenges school counselors and educators to adopt a “Woke” perspective (which integrates action and awareness) on behalf of African American students. Furthermore, these professionals should be equipped with culturally responsive tools to support African American students and engage in systemic advocacy on their behalf. Drawing from Critical Race Theory, this chapter will examine the historical and contemporary context of discriminatory practices, as well as the current impact on African American students. This chapter will also address specific strategies to inform professional practice and advocacy work, as well as implications for training programs.
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Bauer, Eurydice Bouchereau, and Dorian Harrison. "Parental Perspectives on Dual Language Classrooms." In Advances in Linguistics and Communication Studies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8668-7.ch006.

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Although limited research studies exist on African-Americans in dual language programs in general, even less exist on African American parents' experiences within dual language programs. In this chapter, we present the voices of nine African-American parents. These voices serve as a lens to understand the ways in which the program impacted these parents' homes and the lives of their children. The data was gathered within the first two years of a dual language program. Each of the families was interviewed twice across two years. Three major findings emerged. First, the capital that students gained in school impacted the adults at home. Second, these new home interactions based on students' school learning influenced parents' and students' views of themselves and their community. Third, in the home and in the community, ambivalence was reflected regarding learning basic school concepts in a second language. This study captures the tug and pulls associated with families wanting to provide their children with the best opportunities within a racialized society.
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Grundy, Pamela. "Separate and Unequal." In Color and Character. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469636078.003.0008.

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Traces the rise of the "corporate reform" approach to school improvement, which involved increased testing and analysis of test data, an intensive focus on separating "good" from "bad" teachers, and efforts to bring "business efficiency" to schools.Details the work done by principals, teachers and volunteers to create a West Charlotte culture that met the needs of students from often-unstable situations, a local philanthropic effort to improve West Charlotte and its feeder schools, and the dramatic inequalities between West Charlotte and the district's wealthiest schools. Outlines the challenges of building a stable teaching and administrative staff. Notes the effects of racial and economic isolation on social mobility, which according to a national study was lower in Charlotte than in any other major American city. Follows the controversy sparked by a 2010 decision to close several predominantly African American schools and to create K-8 schools in west side neighborhoods. Considers West Charlotte's enduring cultural strengths, and its continuing links to African American culture, history, and neighborhoods.
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Perrotta, Katherine A., and Mary F. Mattson. "Using Counterstories and Reflective Writing Assignments to Promote Critical Race Consciousness in an Undergraduate Teacher Preparation Course." In Advocacy in Academia and the Role of Teacher Preparation Programs. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2906-4.ch003.

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On December 1, 1955, Rosa Parks was arrested for refusing to give up her seat to a white patron on a Montgomery bus. Her act of resistance sparked the Montgomery Bus Boycott and ushered in the mid-20th century Civil Rights Movement. Although Parks occupies a prominent place in United States history, she was not the first to challenge racial segregation. Elizabeth Jennings was an African American schoolteacher who was ejected from a streetcar in New York City in 1854. Her lawyer, future President Chester A. Arthur, sued the streetcar company and won. Jennings' and Parks' stories serve as examples of counterstories that can raise critical race consciousness to matters of racial inequity in historical narratives and school curricula. Therefore, the purpose of this chapter is to examine whether students in an undergraduate teacher preparation course at a major university in a metropolitan region of the Southeast demonstrated critical race consciousness with reflective writing assignments by analyzing the counterstories of Elizabeth Jennings and Rosa Parks.
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Berkley-Patton, Jannette, Carole Bowe Thompson, Katherine G. Ervie, Miranda Huffman, and Nia R. Johnson. "Using a Community-Based Collaborative Care Model as a Platform for Successful Interprofessional Education." In Building a Patient-Centered Interprofessional Education Program. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3066-5.ch009.

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Diabetes is a growing public health epidemic in the U.S. African Americans are particularly at-risk for diabetes with rates twice as high as whites. Health professionals are recommended to encourage their at-risk patients to participate in evidence-based lifestyle change programs, such as CDC's National Diabetes Prevention Program (DPP) and support their weight loss efforts. This chapter describes feasibility/outcomes of a community-based collaborative care model used to implement a weekly-group DPP facilitated by interprofessional teams of medical school students with three African American churches (N=72 participants; 93% overweight/obese). At 12-weeks, 30% of participants had lost at least 5 lbs.; among those attending at least nine sessions, 55% achieved at least 3% weight loss. Findings suggest interprofessional student teams can feasibly partner with churches to deliver the DPP and achieve weight-loss outcomes associated with reducing diabetes risk. Future research is needed to determine scalability/costs of using community-based collaborative care student models to address diabetes.
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