Challenges and Barriers to Implementing a School- Based Afrocentric Intervention in Urban Schools: A Pilot Study of the Sisters of Nia Cultural Program.

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Title:	Challenges and Barriers to Implementing a School- Based Afrocentric Intervention in Urban Schools: A Pilot Study of the Sisters of Nia Cultural Program.
Authors:	Aston, Candice¹, Graves Jr., Scott¹ gravess@duq.edu
Source:	School Psychology Forum. Summer2016, Vol. 10 Issue 2, p165-176. 12p.
Subject Terms:	Afrocentrism, Library cultural programs, Urban school administration, Fifth grade (Education), Self-perception
Abstract:	There is growing evidence that African American females are facing an educational crisis in regard to disproportionate discipline practices. African American females are frequently confronted with deeply embedded negative stereotypes that reinforce racial and gender biases both inside and outside of the classroom. One of the known protective factors of combating negative stereotypes is developing a strong sense of self-identity. The purpose of this study was to investigate the feasibility of implementing an 8-week Afrocentric intervention within a typical school day. The intervention for this study was based on the Sisters of Nia curriculum. The participants were five African American fifth-grade students. Results suggest a positive effect of the intervention for increasing racial identity, self-concept, and social strengths. Additionally, this study uncovered several barriers to implementation such as timing, available resources, and curriculum modifications. Practical solutions are discussed regarding the development and implementation of culturally focused intervention programs. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	There is growing evidence that African American females are facing an educational crisis in regard to disproportionate discipline practices. African American females are frequently confronted with deeply embedded negative stereotypes that reinforce racial and gender biases both inside and outside of the classroom. One of the known protective factors of combating negative stereotypes is developing a strong sense of self-identity. The purpose of this study was to investigate the feasibility of implementing an 8-week Afrocentric intervention within a typical school day. The intervention for this study was based on the Sisters of Nia curriculum. The participants were five African American fifth-grade students. Results suggest a positive effect of the intervention for increasing racial identity, self-concept, and social strengths. Additionally, this study uncovered several barriers to implementation such as timing, available resources, and curriculum modifications. Practical solutions are discussed regarding the development and implementation of culturally focused intervention programs. [ABSTRACT FROM AUTHOR]
ISSN:	19382243