This study describes the experiences of a teacher-as-change agent and her eight students in an urban afterschool program. The major research question deals with the extent to which the D. Y. Wright Learning Program promoted positive self-concepts among the participants. The participants included three African American males and five African American females, ages 16–25, who participated in the D. Y. Wright Learning Program during their 4-year high school experience within the 10-year period of 1988 to 1998. A retrospective case study method was chosen to investigate the group-related experiences of the participants. A triangulation approach was used in the conducting of interviews that included demographic profile sheets, evaluation survey forms, and achievement portfolios. This was followed by coding and analyzing the data from various research bases. All data were analyzed using grounded theory and principles of constant comparative analysis. These methods of analysis allowed the researcher to identify patterns, trends and emergent themes. To guard against research bias, the data were validated by having two co-researchers help to analyze all data generated from this study. Findings suggest that the D. Y. Wright Learning Program has the potential for fostering positive self-concepts among African American high school students. If this occurs, the students are then better equipped to assume personal, civic and social responsibility in society. Lastly, this study\u27s single most important implication is that the D. Y. Wright Learning Program might be considered for further testing in secondary high schools throughout the country with the hope of improving performance, self-image and ultimate contributions of minority students in American society
