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Examining a Measure of Cultural Identity in Minority Youth at the Middle School Transition within the Context of a Culturally-Responsive Curriculum
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Examining a Measure of Cultural Identity in Minority Youth at the Middle School Transition within the Context of a Culturally-Responsive Curriculum. |
| 개인저자 | Matlack, Alexa D. |
| 단체저자명 | University of Washington. Education. |
| 발행사항 | [S.l.]: University of Washington., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 146 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
| ISBN | 9781088349717 |
| 학위논문주기 | Thesis (Ph.D.)--University of Washington, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Jones, Janine. |
| 이용제한사항 | This item must not be sold to any third party vendors.This item must not be added to any third party search indexes. |
| 요약 | Research suggests that early intervention programs are vehicles for change in addressing the educational debt afforded to children of color related to their academic experiences. Early intervention programs that provide services to minority youth are in a unique position to teach to cultural differences and acceptance, providing an overall awareness of culture. As children of color have the added experience of understanding the role of culture and diversity in their lives, it is beneficial for the field to understand how teaching about culture and discussing it can facilitate positive development. The present study is at the intersection of early intervention programs providing academic enrichment and college preparation services and culturally responsive practices for cultural identity development. This study examines a measure of cultural identity for minority youth who participate in a critical race theory-informed, culturally-responsive curriculum, as part of an academically rigorous early intervention program. Cultural identity is examined through the growth of participants during participation in a culturally-responsive intervention for six weeks. The social validity, or acceptability of the curriculum, from the students' perspectives is also examined. Results of the study support the addition of cultural components for small group intervention and encouraging discussions that bring awareness and acceptance of cultural differences in students and school staff. Additional education regarding the role of culture and ethnicity in the lives of minority youth and their families is integral to inform the scope of early intervention programs for minority youth. |
| 일반주제명 | Educational psychology. Middle school education. Ethnic studies. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
