Citation

A Culturally Competent Model That Supports Educational Resiliency In African-American Children

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Abstract:

Current research indicates that many children in the United States experience risk factors that impact on both their mental health and educational experience. However, for children of African descent raised in the western society these risk factors are exceedingly high and potentially life- altering. For example, African American children and youth constitute about 45% of children in public foster care, and over 25% of African American youth exposed to violence met diagnostic criteria for post-traumatic stress disorder (PTSD). African-American youth have been found to have a mental disorder prevalence of 21.9%, but only 3.2% of that group actually used specialty mental health services. Those risk factors place them at a higher risk of not only experiencing mental health problems but also educational turbulence. In addition according to research, they make up 14.8% of the student population, account for 20.2% of the students in the programs for the students with disabilities. Finally, African-American students are more likely to drop out of high school than white students.

Given the high prevalence of risk factors for African-American children, there is a critical need to address their uniqueness and the conditions that can lead to poor educational and emotional outcomes. For example, these children are challenged with ineffective instruction, cultural subjugation, persistent negative feedback, teacher’s emotional liability and miseducated educators. As well, many children attend educational settings that lack professionalism, and tend to be crisis prone. The purpose of this presentation is to share what I have learned about educational resiliency over the past decade as a school psychologist working in public school setting with African-American children.
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Association:
Name: 33rd Annual National Council for Black Studies
URL:
http://www.ncbsonline.org


Citation:
URL: http://citation.allacademic.com/meta/p302235_index.html
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MLA Citation:

Alston, Robbin. "A Culturally Competent Model That Supports Educational Resiliency In African-American Children" Paper presented at the annual meeting of the 33rd Annual National Council for Black Studies, Renaissance Atlanta Hotel Downtown, Atlanta, GA, Mar 19, 2009 <Not Available>. 2014-11-30 <http://citation.allacademic.com/meta/p302235_index.html>

APA Citation:

Alston, R. R. , 2009-03-19 "A Culturally Competent Model That Supports Educational Resiliency In African-American Children" Paper presented at the annual meeting of the 33rd Annual National Council for Black Studies, Renaissance Atlanta Hotel Downtown, Atlanta, GA <Not Available>. 2014-11-30 from http://citation.allacademic.com/meta/p302235_index.html

Publication Type: Individual Presentation
Review Method: Peer Reviewed
Abstract: Current research indicates that many children in the United States experience risk factors that impact on both their mental health and educational experience. However, for children of African descent raised in the western society these risk factors are exceedingly high and potentially life- altering. For example, African American children and youth constitute about 45% of children in public foster care, and over 25% of African American youth exposed to violence met diagnostic criteria for post-traumatic stress disorder (PTSD). African-American youth have been found to have a mental disorder prevalence of 21.9%, but only 3.2% of that group actually used specialty mental health services. Those risk factors place them at a higher risk of not only experiencing mental health problems but also educational turbulence. In addition according to research, they make up 14.8% of the student population, account for 20.2% of the students in the programs for the students with disabilities. Finally, African-American students are more likely to drop out of high school than white students.

Given the high prevalence of risk factors for African-American children, there is a critical need to address their uniqueness and the conditions that can lead to poor educational and emotional outcomes. For example, these children are challenged with ineffective instruction, cultural subjugation, persistent negative feedback, teacher’s emotional liability and miseducated educators. As well, many children attend educational settings that lack professionalism, and tend to be crisis prone. The purpose of this presentation is to share what I have learned about educational resiliency over the past decade as a school psychologist working in public school setting with African-American children.


Similar Titles:
African American Culture Based Education: Methodological Considerations and Statistical Approaches Studying Young Children

Education Finance Reform in the American States: A Discrete-Time Competing Risks Model

Culturally Responsive Education for African American Students vs. Corporate-Style Education Reform


 
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