Cultural Identity Matters: Engaging African American Girls in Middle School

Autor/inn/en	Jones, Janine M.; Lee, Lisa H.
Titel	Cultural Identity Matters: Engaging African American Girls in Middle School
Quelle	In: Journal for Specialists in Group Work, 45 (2020) 1, S.76-95 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Janine M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3922
DOI	10.1080/01933922.2020.1716285
Schlagwörter	Middle School Students; Females; African American Students; Cultural Awareness; Racial Identification; Identification (Psychology); Student Participation; Learner Engagement; Student Attitudes; Teacher Attitudes; Intervention; Student Behavior; Academic Achievement; Cognitive Development; Affective Behavior; Program Effectiveness; Urban Schools + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Weibliches Geschlecht; African Americans; Afroamerikaner; Studentin; Cultural identity; Kulturelle Identität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Lehrerverhalten; Student behaviour; Schulleistung; Kognitive Entwicklung; Affective disturbance; Active behaviour; Affektive Störung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	School engagement has emerged as a significant predictor of positive academic and vocational outcomes. This study investigated the effects of a culturally responsive group intervention developed for African-American youth on dimensions of school engagement. Student and teacher perceptions of school engagement before, after, and 6 weeks following the intervention were analyzed for intervention effects with a particular focus on the four dimensions of engagement: academic, behavioral, cognitive, and affective engagement. Engagement patterns differed for the intervention participants and participants in the control group had lower self- and teacher-reported engagement than those who received the group intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01