An Evaluation Study of the Young Empowered Sisters (YES!) Program: Promoting Cultural Assets among African American Adolescent Girls through a Culturally Relevant School-Based Intervention

Autor/inn/en	Thomas, Oseela; Davidson, William; McAdoo, Harriette
Titel	An Evaluation Study of the Young Empowered Sisters (YES!) Program: Promoting Cultural Assets among African American Adolescent Girls through a Culturally Relevant School-Based Intervention
Quelle	In: Journal of Black Psychology, 34 (2008) 3, S.281-308 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-7984
DOI	10.1177/0095798408314136
Schlagwörter	Control Groups; Ethnicity; Intervention; Females; Adolescents; Cultural Influences; African Americans; Cultural Relevance; Program Effectiveness; Racial Bias; Social Attitudes; Activism; Youth Programs; Comparative Analysis; After School Programs; Racial Identification; Slavery; African Culture; African American Culture; High School Students + Suchen Sie Ihr Suchwort? Ethnizität; Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Cultural influence; Kultureinfluss; Afroamerikaner; Racial discrimination; Rassismus; Social attidude; Soziale Einstellung; Aktivismus; Politischer Protest; Jugendsofortprogramm; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Sklaverei; Africa; Culture; Afrika; Kultur; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The present study examines the effects of a culturally relevant school-based intervention in promoting cultural assets (i.e., ethnic identity, collectivist orientation, racism awareness, and liberatory youth activism) among a group of African American adolescent girls. The overall goal of the intervention was to promote cultural factors that can protect African American youth from the adverse effects of racism. A total of 74 African American girls participated in the study, of whom 36 were in the intervention group and 38 in the control group. Pre- and posttests were administered to assess intervention effects. Overall findings reveal that the intervention had significant and positive effects on ethnic identity, racism awareness, collectivism, and liberatory youth activism. Implications for risk prevention and promotion of psychosocial functioning among African American youth are discussed. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10