Latinos are disproportionately faced with societal and educational hardships. As such, it is incumbent upon the education system to offer a method of support that remediates this inequitable reality, particularly when viewed from a Critical Race Theory (CRT) perspective. Research has offered a connection between racial and ethnic identity (REI) and academic success in youth of color, though little research is explicitly connected to Latinos. This study offers a mixed-methods approach to explore the correlation of developing REI in Latino youth through a culturally-responsive school based intervention, cuento (story) group work, and the subsequent increase in REI and academic success. An instrument composed of the Racial Centrality subscale of the Multidimensional Inventory of Black Identity, Multigroup Ethnic Identity Measure, and Academic Self-Concept Scale was used pre- and post-intervention. Additional data sources included an open-ended question on the surveys, session checkout questions, and researcher field notes. Findings indicated an increase in REI among the participants after the eight-week intervention. Although no significant change in academics or relationship between gender and REI development was found, qualitative data offered the presence of potential stereotype threat impacting participant self-perception.
|Commitee:||Lancaster, Lawanna, Oliver, Mamie O.|
|School:||Northwest Nazarene University|
|School Location:||United States -- Idaho|
|Source:||DAI-A 78/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education, Hispanic American studies|
|Keywords:||Academic intervention, Latinos, Promoting, Racial and ethnic identity, Scholastic success|
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