Sentences with phrase «positive racial identity»

Dugas hopes to expand programming — including for - credit courses on cultural heritage, history and literature — to as many elementary, middle and high schools as possible to give girls safe places to bond, develop positive racial identity and become more engaged at school.

We were taught to have a positive racial identity with a focus on racial pride, self - discipline, self - control, political thought and activism, and intellectual and physical rigor.

Not exact matches

Approaches to racial socialization that promoted cultural pride and identity were commonly used for this young age group and have been consistently linked to positive outcomes in prior studies.

Consistent with the positive racial stereotype concerning their superior quantitative skills, Asian American women performed better on a math test when their Asian identity was primed compared to a control condition where no social identity was primed.

«Future teachers will understand the importance of cultural identity and develop a positive sense of racial / cultural identity»

Several researchers have found the positive effect it can have on students when teachers and school leaders reflect on their own racial and cultural identity.

Increasing racial, ethnic, linguistic, socio - economic, and gender diversity in the teacher workforce can have a positive effect for all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.24

Start With Us shows the need for systems to combat racial bias, promote positive school climates, racial identity development, and listen more closely to students.

«I enjoy working with folks who need support in managing a wide variety of issues from self - esteem and identity concerns to the stress of dealing with multiple roles, relationships, and life demands (as students, partners, friends, parents, new professionals, family members, community activists, etc.) My clinical interests include multicultural and women's issues, racial / ethnic identity development (especially among biracial / multi - racial / ethnic / cultural individuals), sexual and gender identity development, adjustment and transition issues, and building healthy relationships through assertive communication and positive self - esteem.»

The primary constructs within the hypothesized framework are: (1) social position variables — characteristics that are used within societies to hierarchically stratify groups (race, gender, socioeconomic status); (2) parenting variables — familial mechanisms that may influence African American adolescents well - being, perceptions of competence, and attitudes towards others in various contexts (e.g., parenting practices and racial socialization messages); (3) racial discrimination — negative racially driven experiences that may influence feelings of competence, belongingness, and self - worth; (4) environmental / contextual factors — settings and surroundings that may impede or promote healthy identity development (e.g., academic settings); and (5) learner characteristics — individual characteristics that may promote or hinder positive psychological adjustment outcomes (e.g., racial identity, coping styles).