Using Sisterhood Networks to Cultivate Ethnic Identity and Enhance School Engagement

Autor/inn/en	Jones, Janine M.; Lee, Lisa H.; Matlack, Alexa; Zigarelli, Julia
Titel	Using Sisterhood Networks to Cultivate Ethnic Identity and Enhance School Engagement
Quelle	In: Psychology in the Schools, 55 (2018) 1, S.20-35 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22087
Schlagwörter	Learner Engagement; Racial Identification; African American Students; Females; Culturally Relevant Education; Cultural Influences; Middle School Students; Cultural Awareness; Intervention; Humanism; Ideology; Predictor Variables; Group Membership + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Cultural influence; Kultureinfluss; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Cultural identity; Kulturelle Identität; Humanismus; Ideologie; Prädiktor; Gruppenzugehörigkeit
Abstract	School engagement has been found to be a statistically significant predictor of academic success. Education researchers are particularly interested in exploring the factors that influence the ways in which students are engaged in the classroom. As the population of students in the United States has become increasingly multicultural, it is imperative that current research address the cultural influences that may be related to school engagement. This study explored how ethnic identity development and school engagement are related with a sample of African American girls in middle school. Twelve participants received 6 weeks of a cultural awareness group curriculum (Sisters of Nia) and 6 weeks of an informal girls group in this multiple group intervention study. School engagement, cultural style, and ethnic identity were measured throughout the group intervention. Results indicated that girls that participated in the culturally responsive intervention group demonstrated significantly higher ratings of their ethnic identity. Another result indicated that the Humanism ideology of ethnic identity, which de-emphasizes race in worldviews and behavior, was predicted by group membership. Finally, school engagement was significantly greater for the girls who participated in the culturally responsive intervention group. The implications for culturally responsive methods of intervention in schools are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01