Dissertation/Thesis Abstract

Promoting Racial and Ethnic Identity: Academic Intervention to Support Scholastic Success of Latinos
by Zamora, Alejandro L., Ph.D., Northwest Nazarene University, 2017, 143; 10275730
Abstract (Summary)

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.

Indexing (document details)
Advisor: Curtis, Heidi
Commitee: Lancaster, Lawanna, Oliver, Mamie O.
School: Northwest Nazarene University
Department: Education
School Location: United States -- Idaho
Source: DAI-A 78/10(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Education, Hispanic American studies
Keywords: Academic intervention, Latinos, Promoting, Racial and ethnic identity, Scholastic success
Publication Number: 10275730
ISBN: 978-1-369-77602-7
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest