Date of Award
2025
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Counseling and School Psychology
First Advisor
Amy Scott Brown, Ph.D
First Committee Member
Justin Low, Ph.D
Second Committee Member
Carla Jean Vellutini, Ed.D
Abstract
Gang-affiliated youth face significant challenges in educational and community settings, often resulting in lower graduation rates, limited career opportunities, and an increased risk for behavioral problems. While gang activity on school campuses has increased in recent years, there is limited research and little effort specifically tailored to meet the needs of this vulnerable population. This study aims to evaluate the effectiveness of the WhyTry intervention, a resilience-focused program designed for at-risk populations, modified with additional counseling and a gang-intervention emphasis to address the unique challenges gang-affiliated students face. The study explores whether the modified WhyTry program can improve academic performance, attendance, and school behavior among gang-affiliated youth, as well as increase their internal locus of control.
A pre-experimental case study design was used, with data collected from four gang-affiliated students over an eight-month period. Quantitative data including GPA, attendance records, disciplinary records, MeasureR questionnaire scores, and the Nowicki-Strickland Locus of Control assessment, were supplemented by a qualitative interview from the school resource officer. While statistical significance was limited due to the small sample size, participants showed growth in various areas, including GPA and reductions in disciplinary actions. However, there were no significant changes in internal locus of control and decision making (MeasureR), suggesting that additional counseling focused on self-efficacy may be needed.
These findings emphasize the importance of more interventions for gang affiliated youth like the WhyTry program to support this vulnerable group, but also highlight the need for tailored interventions that can support their specific needs. Recommendations for future studies include incorporating career planning sessions, expanding sample size, and forming smaller, safer group dynamics to improve engagement. This study contributes to the limited body of research with a focus on gang-specific interventions within educational settings, demonstrating the potential benefits of programs like WhyTry.
Pages
84
Recommended Citation
Saldivar, Alexandra. (2025). From Street Codes to School Codes: Transformative Educational Intervention for Gang Affiliated Student. An Active Research Study. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/4318
Included in
Cognitive Psychology Commons, Community Psychology Commons, Counseling Commons, Counseling Psychology Commons, Educational Psychology Commons, Higher Education Commons, Other Education Commons, School Psychology Commons, Student Counseling and Personnel Services Commons
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