Challenges and Barriers to Implementing a School-Based Afrocentric Intervention in Urban Schools: A Pilot Study of the Sisters of Nia Cultural Program

Autor/inn/en	Aston, Candice; Graves, Scott, Jr.
Titel	Challenges and Barriers to Implementing a School-Based Afrocentric Intervention in Urban Schools: A Pilot Study of the Sisters of Nia Cultural Program
Quelle	In: School Psychology Forum, 10 (2016) 2, S.165-176 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	Barriers; Urban Schools; African Culture; Intervention; African Americans; Females; Stereotypes; Racial Bias; Gender Bias; Self Concept; Curriculum; Teaching Methods; Elementary School Students; Grade 5; Cultural Awareness; Program Implementation; Program Descriptions; Self Concept Measures; Statistical Analysis; Resilience (Psychology); Pretests Posttests; Statistical Significance + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Africa; Culture; Afrika; Kultur; Afroamerikaner; Weibliches Geschlecht; Klischee; Racial discrimination; Rassismus; Geschlechterstereotyp; Selbstkonzept; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05; Cultural identity; Kulturelle Identität; Statistische Analyse
Abstract	There is growing evidence that African American females are facing an educational crisis in regard to disproportionate discipline practices. African American females are frequently confronted with deeply embedded negative stereotypes that reinforce racial and gender biases both inside and outside of the classroom. One of the known protective factors of combating negative stereotypes is developing a strong sense of self-identity. The purpose of this study was to investigate the feasibility of implementing an 8-week Afrocentric intervention within a typical school day. The intervention for this study was based on the Sisters of Nia curriculum. The participants were five African American fifth-grade students. Results suggest a positive effect of the intervention for increasing racial identity, self-concept, and social strengths. Additionally, this study uncovered several barriers to implementation such as timing, available resources, and curriculum modifications. Practical solutions are discussed regarding the development and implementation of culturally focused intervention programs. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01