Date

12-4-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Susan Quindag

Keywords

adolescent, African American, minorities, performing arts, performing arts program, self-efficacy, self-esteem

Disciplines

Educational Leadership

Abstract

The purpose of this phenomenological study was to describe the lived experience of former African American students who participated in a performing arts summer program in North Louisiana. The theory guiding this study was Bandura’s social cognitive theory, as it framed the structure around what the adolescent observed and learned through their lived experience. The central question guiding this study was, “What are the lived experiences of former African American students who participated in a performing arts program in North Louisiana?” The site for this study was a performing arts organization that serves predominantly African American students. There were an estimated 1,000 former students who participated in the organization, and this hermeneutical phenomenological study included a sample of 10 African American adults who were a part of the performing arts organization as adolescents. Data were collected virtually through individual interviews, focus groups, and physical artifacts, and were analyzed for codes and themes to address the research questions. The data analysis identified eight themes: (1) Self-Discovery, (2) Community Involvement and Impact, (3) Environment and Social Dynamics, (4) Coping with Challenges, (5) Creativity and Expression, (6) Growth and Self-Improvement, (7) Understanding Black Culture and History, and (8) Participation, Engagement, and Opportunities. The analysis of the themes led to three key interpretations: (1) Black performing arts organizations build self-confidence in Black youth, (2) Black arts organizations expand students’ knowledge of Black culture, and (3) Creative expression is individual and impacts students differently.

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