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Autor/inn/enCholewa, Blaire; Goodman, Rachael D.; West-Olatunji, Cirecie; Amatea, Ellen
TitelA Qualitative Examination of the Impact of Culturally Responsive Educational Practices on the Psychological Well-Being of Students of Color
QuelleIn: Urban Review: Issues and Ideas in Public Education, 46 (2014) 4, S.574-596 (23 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0042-0972
DOI10.1007/s11256-014-0272-y
SchlagwörterMinority Group Students; Culturally Relevant Education; Case Studies; Qualitative Research; Cultural Influences; Social Theories; Intervention; Psychological Patterns; Mental Health; Stress Management; Well Being; Student Empowerment; Learner Engagement; Student Motivation; Self Esteem
AbstractScholars have shown that educational experiences within the classroom may marginalize students of color which may result in psychological distress. However, the utilization of culturally responsive educational practices (CRE) can create environments in which marginalized students can thrive not only academically, but psychologically. The authors provide a qualitative case study examining the culturally responsive practices of one teacher through a relational cultural theory (RCT) lens. The findings suggest that CRE practices may serve as psychological interventions that are associated with decreased psychological distress and increased psychological well-being amongst students of color. Specifically, students demonstrated behaviors depicting a number of RCT's five good things, including zest, empowerment, connection, clarity, and self-worth, that improve psychological well-being according to RCT. (As Provided).
AnmerkungenSpringer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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