東華大學圖書館 |

The Black Educational Encouragement Intervention: A Culturally Informed Approach.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Black Educational Encouragement Intervention: A Culturally Informed Approach./
作者:	Zounlome, Nelson O. O.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	220 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-01, Section: B.
Contained By:	Dissertations Abstracts International83-01B.
標題:	Counseling psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28413876
ISBN:	9798516979057

The Black Educational Encouragement Intervention: A Culturally Informed Approach.
Zounlome, Nelson O. O.

The Black Educational Encouragement Intervention: A Culturally Informed Approach. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 220 p.

Source: Dissertations Abstracts International, Volume: 83-01, Section: B.

Thesis (Ph.D.)--Indiana University, 2021.

This item must not be sold to any third party vendors.

This dissertation is comprised of two separate manuscripts, which coalesce on the topic of interventions for Black students in educational settings. In the first chapter, I provide an overview of existing interventions that have been applied in different academic environments, particularly as they pertain to Black students in PK-12 and college settings. I also consider how two frameworks may help inform and improve systematic, culturally relevant, intersectional, and social justice-oriented interventions for Black students. The first is a new framework, the 3-Axis Framework of Educational Interventions for Black Students (FEIBS), which classifies a diverse array of interventions in terms of their level, focus, and cultural relevance. The second framework, the Psychological Framework of Radical Healing for People of Color and Indigenous Individuals (PFRH; French et al., 2019), provides a set of principles to help people of color and indigenous communities attain justice and liberation from oppression. Both frameworks are mutually compatible, and, accordingly, I provide examples of how the FEIBS can inform interventions based on the PFRH.In the second chapter, an empirical study of a Black Encouragement Intervention for Black university students is proposed. This study extends the work of past self-affirmation, self-persuasion, and encouragement research by using a culturally relevant and intersectional paradigm among Black university students. Utilizing an experimental approach, I proposed testing the efficacy of this intervention across three conditions: intersectional encouragement (reading gender-and-race-specific encouragement letters from Black women or men and then encouraging other Black women or men themselves); race-specific encouragement (reading race-specific encouragement letters from Black students and then encouraging other Black students themselves); and a control (reading existing university tips on how to do well in school and summarizing them for other students). I hypothesized that those in the intersectional encouragement condition would report increased levels of perseverance, performance and social state self-esteem, academic self-efficacy and lower levels of mental/emotional fatigue, hopelessness about future success, internalized racial oppression, and psychological distress than those in the two other conditions across two time points. I found some preliminary evidence that participants participating in the intersectional and race-specific interventions reported increased levels of social self-esteem, and academic self-efficacy, as well as decreased levels of hopelessness about future success. However, these effects were not significantly different from the control condition. I also found that racial private regard moderated the relationship between the intersectional and race-specific conditions and depression and psychological distress, such that the encouragement interventions had a larger effect on psychological distress and depression among participants with lower levels of racial private regard. Additionally, gender moderated the relationship between condition and gender identity satisfaction such that the intersectional and race-specific encouragement interventions resulted in a significant increase in gender identity satisfaction as compared with the control condition for men but not women. The findings from this study help inform future culturally grounded interventions to improve Black student's experiences, which could lead to their improved enrollment, retention, and holistic well-being.

ISBN: 9798516979057Subjects--Topical Terms:

924824
Counseling psychology.
Subjects--Index Terms:

Black educational encouragement intervention

The Black Educational Encouragement Intervention: A Culturally Informed Approach.
LDR:04733nmm a2200361 4500 001 2351011
005 20221107085231.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798516979057
035 $a (MiAaPQ)AAI28413876
035 $a AAI28413876
040 $a MiAaPQ $c MiAaPQ
100 1 $a Zounlome, Nelson O. O. $0 (orcid)0000-0002-6205-6101 $3 3690551
245 1 4 $a The Black Educational Encouragement Intervention: A Culturally Informed Approach.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 220 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-01, Section: B.
500 $a Advisor: Wong, Y. Joel.
502 $a Thesis (Ph.D.)--Indiana University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation is comprised of two separate manuscripts, which coalesce on the topic of interventions for Black students in educational settings. In the first chapter, I provide an overview of existing interventions that have been applied in different academic environments, particularly as they pertain to Black students in PK-12 and college settings. I also consider how two frameworks may help inform and improve systematic, culturally relevant, intersectional, and social justice-oriented interventions for Black students. The first is a new framework, the 3-Axis Framework of Educational Interventions for Black Students (FEIBS), which classifies a diverse array of interventions in terms of their level, focus, and cultural relevance. The second framework, the Psychological Framework of Radical Healing for People of Color and Indigenous Individuals (PFRH; French et al., 2019), provides a set of principles to help people of color and indigenous communities attain justice and liberation from oppression. Both frameworks are mutually compatible, and, accordingly, I provide examples of how the FEIBS can inform interventions based on the PFRH.In the second chapter, an empirical study of a Black Encouragement Intervention for Black university students is proposed. This study extends the work of past self-affirmation, self-persuasion, and encouragement research by using a culturally relevant and intersectional paradigm among Black university students. Utilizing an experimental approach, I proposed testing the efficacy of this intervention across three conditions: intersectional encouragement (reading gender-and-race-specific encouragement letters from Black women or men and then encouraging other Black women or men themselves); race-specific encouragement (reading race-specific encouragement letters from Black students and then encouraging other Black students themselves); and a control (reading existing university tips on how to do well in school and summarizing them for other students). I hypothesized that those in the intersectional encouragement condition would report increased levels of perseverance, performance and social state self-esteem, academic self-efficacy and lower levels of mental/emotional fatigue, hopelessness about future success, internalized racial oppression, and psychological distress than those in the two other conditions across two time points. I found some preliminary evidence that participants participating in the intersectional and race-specific interventions reported increased levels of social self-esteem, and academic self-efficacy, as well as decreased levels of hopelessness about future success. However, these effects were not significantly different from the control condition. I also found that racial private regard moderated the relationship between the intersectional and race-specific conditions and depression and psychological distress, such that the encouragement interventions had a larger effect on psychological distress and depression among participants with lower levels of racial private regard. Additionally, gender moderated the relationship between condition and gender identity satisfaction such that the intersectional and race-specific encouragement interventions resulted in a significant increase in gender identity satisfaction as compared with the control condition for men but not women. The findings from this study help inform future culturally grounded interventions to improve Black student's experiences, which could lead to their improved enrollment, retention, and holistic well-being.
590 $a School code: 0093.
650 4 $a Counseling psychology. $3 924824
650 4 $a Educational psychology. $3 517650
650 4 $a Multicultural education. $3 526718
650 4 $a School counseling. $3 2144793
650 4 $a Black studies. $3 2122689
650 4 $a African Americans. $3 724919
650 4 $a Racism. $3 519298
650 4 $a Oppression. $3 804002
650 4 $a Academic achievement. $3 541708
650 4 $a Black college students. $3 3687281
650 4 $a Racial identity. $3 3564170
650 4 $a Gender identity. $3 523751
653 $a Black educational encouragement intervention
653 $a Culturally informed approach
690 $a 0603
690 $a 0455
690 $a 0525
690 $a 0325
690 $a 0519
710 2 $a Indiana University. $b School of Education. $3 1020202
773 0 $t Dissertations Abstracts International $g 83-01B.
790 $a 0093
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28413876