TEACHER PRACTICES AND STUDENT MOTIVATION IN A MIDDLE SCHOOL PROGRAM FOR AFRICAN-AMERICAN MALES

An instructional program emphasizing African American history and cult ure was examined to determine the classroom experiences that were pres ent as well as the program's impact on achievement motivation, Ethnic minority middle school students (N = 18) and their teacher participate d. Data included a semistructured teacher interview and student measur es of self-perceptions of competence and intrinsic motivation. Student s displayed average levels of perceived competence and intrinsic motiv ation; however these two constructs were weakly related The teacher en dorsed moderate levels of student autonomy and academic competition. F indings were discussed in relationship to cognitive evaluation theory and the motivation-enhancing elements of this program.