Overview: Evaluating Social Skills of
Young African-American Males
The relationship between social learning theories and the learning and academic performance of young African-American males is not well established. Most research reported today involves intervention for Black adolescents and youth males. It is necessary, therefore, to conduct empirical studies to determine to what degree social learning theories and early intervention impact the academic performance of young African-American males.
Taylor ( 1994) designed three experimental studies to test some of the constructs outlined earlier related to social skills development. Boys from grades 1 and 2 were selected to participate. Experiment #1 assessed the impact of a structured social skills program on academic and interpersonal skills, attendance, and office referrals. Experiment #2 was designed to determine the impact of a structured social skills program on reading and mathematic achievement of boys in grades 1 and 2. Finally, Experiment #3 assessed parents' and teachers' perceptions of the effect of the structured social skills program on the reading, mathematics, and interpersonal skills of boys in the first three grades.
Subjects in this study were young African-American boys from a large metropolitan city in the east. Significant improvements were noted in social skills and academic performance along with positive changes in the boys' attitudes toward girls. Hypotheses were