Adolescents’ ethnic-racial centrality moderates effect of school-based intervention on ethnic-racial identity exploration.

2021 ◽  
Vol 57 (3) ◽  
pp. 432-442
Author(s):  
Kristia A. Wantchekon ◽  
Adriana J. Umaña-Taylor ◽  
Michael R. Sladek ◽  
Elana R. McDermott ◽  
Kimberly A. Updegraff
Keyword(s):  
Racial Identity ◽  
Identity Exploration ◽  
School Based Intervention ◽  
School Based ◽  
Racial Centrality

School-Based Social-Emotional Learning and Ethnic-Racial Identity Among African American and Latino Adolescents

2020 ◽  
Vol 52 (7) ◽  
pp. 1331-1354
Author(s):  
Deborah Rivas-Drake ◽  
Fantasy T. Lozada ◽  
Bernardette J. Pinetta ◽  
Robert J. Jagers
Keyword(s):  
Middle School ◽  
African American ◽  
Racial Identity ◽  
Learning Strategies ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Identity Exploration ◽  
School Based ◽  
Learning Practices

This study sheds light on the interrelations of universal, school-based social-emotional learning strategies and ethnic-racial identity over time. We assessed exposure to social-emotional learning practices and ethnic-racial identity exploration and resolution among 367 middle school students (70% African American, 30% Latinx; 51% girls) across 3 years. The results of a latent growth model with social-emotional learning practices as a time-varying covariate suggest that practices that afford youth opportunities for autonomy, prosocial behavioral routines, and collaboration in the context of homerooms (advisories) and classrooms were consistently associated with greater ethnic-racial identity exploration and resolution across the middle school years. Theoretical and practical implications for the potential of school-based social-emotional learning to support the development of cultural assets such as ethnic-racial identity are discussed.

Perceptions of Alcohol Use in a High School-Based Intervention

2007 ◽  
Author(s):  
Teresa K. Monreal ◽  
Maryam Kia-Keating ◽  
Marya Schulte ◽  
Sandra A. Brown
Keyword(s):  
High School ◽  
Alcohol Use ◽  
School Based Intervention ◽  
School Based

Daily Measure of Racial Identity Exploration

2011 ◽  
Author(s):  
Thomas E. Fuller-Rowell ◽  
Anthony L. Burrow ◽  
Anthony D. Ong
Keyword(s):  
Racial Identity ◽  
Identity Exploration

scholarly journals Expectations and Assumptions: Examining the Influence of Staff Culture on a Novel School-Based Intervention to Enable Risky Play for Children with Disabilities

2021 ◽  
Vol 18 (3) ◽  
pp. 1008
Author(s):  
Patricia Grady-Dominguez ◽  
Jo Ragen ◽  
Julia Sterman ◽  
Grace Spencer ◽  
Paul Tranter ◽  
...  
Keyword(s):  
Children With Disabilities ◽  
Typically Developing ◽  
School Based Intervention ◽  
Staff Members ◽  
Shared Beliefs ◽  
School Based ◽  
Risky Play ◽  
Multiple Case ◽  
Quantitative Results ◽  
Cross Case Analysis

Risky play is challenging, exciting play with the possibility of physical, social, or emotional harm. Through risky play, children learn, develop, and experience wellbeing. Children with disabilities have fewer opportunities than their typically developing peers to engage in this beneficial type of play. Our team designed a novel, school-based intervention to address this disparity; however, our intervention yielded unexpected quantitative results. In the present study, we qualitatively examined divergent results at two of the five schools that participated in the intervention. Specifically, we aimed to explore how staff culture (i.e., shared beliefs, values, and practices) influenced the intervention. To explore this relationship, we employed a retrospective, qualitative, multiple case study. We used thematic analysis of evaluative interviews with staff members to elucidate the cultures at each school. Then, we used cross-case analysis to understand the relationships between aspects of staff culture and the intervention’s implementation and results. We found that staff cultures around play, risk, disability influenced the way, and the extent to which, staff were willing to let go and allowed children to engage in risky play. Adults’ beliefs about the purpose of play and recess, as well as their expectations for children with disabilities, particularly influenced the intervention. Furthermore, when the assumptions of the intervention and the staff culture did not align, the intervention could not succeed. The results of this study highlight the importance of (1) evaluating each schools’ unique staff culture before implementing play-focused interventions and (2) tailoring interventions to meet the needs of individual schools.

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