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Building Community Group Intervention: Exploring Outcomes on Multicultural and Civic Engagement Skills with Upper Elementary Students

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Title: Building Community Group Intervention: Exploring Outcomes on Multicultural and Civic Engagement Skills with Upper Elementary Students
Language: English
Authors: Cook, Amy L. (ORCID 0000-0002-0221-2846), Brodsky, Lauren M., Walker, Whitney, Ruiz, Bernalyn
Source: Contemporary School Psychology. Dec 2021 25(4):426-442.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Intervention, Urban Areas, Social Emotional Learning, Citizen Participation, Culturally Relevant Education, Cultural Pluralism, Elementary School Students, Youth Programs, Outcomes of Education, Student Attitudes, Small Group Instruction, Student Diversity, Ethnic Groups, Attitude Change, Citizenship Education
DOI: 10.1007/s40688-020-00273-1
ISSN: 2159-2020
Abstract: As students living in urban communities face unique challenges, social-emotional programming is needed that fosters multicultural enrichment and civic engagement. We developed and pilot tested Building Community, a small group intervention, to foster multicultural and civic engagement skills. Building Community is a culturally relevant short-term group intervention for upper elementary-aged students that draws upon the multicultural literature and Six Cs positive youth development and civic engagement research as reported by Zarrett and Lerner ("Child Trends" 11:1-5, 2008). A convergent parallel mixed methods design was used to explore outcomes on multicultural development and civic engagement among five ethnically diverse elementary-aged students. Findings suggested an emerging sense of multicultural development and expanding awareness of ways to engage in the community. Although quantitative analyses revealed little change, there was a small increase in the Civic Attitudes subscale that corresponded with qualitative themes from interviews and artifacts. Implications for school psychologists and practitioners working with multiculturally diverse students are described.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1317134
Database: ERIC
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  Data: Building Community Group Intervention: Exploring Outcomes on Multicultural and Civic Engagement Skills with Upper Elementary Students
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  Data: <searchLink fieldCode="AR" term="%22Cook%2C+Amy+L%2E%22">Cook, Amy L.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0221-2846">0000-0002-0221-2846</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brodsky%2C+Lauren+M%2E%22">Brodsky, Lauren M.</searchLink><br /><searchLink fieldCode="AR" term="%22Walker%2C+Whitney%22">Walker, Whitney</searchLink><br /><searchLink fieldCode="AR" term="%22Ruiz%2C+Bernalyn%22">Ruiz, Bernalyn</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+School+Psychology%22"><i>Contemporary School Psychology</i></searchLink>. Dec 2021 25(4):426-442.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s40688-020-00273-1
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  Data: As students living in urban communities face unique challenges, social-emotional programming is needed that fosters multicultural enrichment and civic engagement. We developed and pilot tested Building Community, a small group intervention, to foster multicultural and civic engagement skills. Building Community is a culturally relevant short-term group intervention for upper elementary-aged students that draws upon the multicultural literature and Six Cs positive youth development and civic engagement research as reported by Zarrett and Lerner ("Child Trends" 11:1-5, 2008). A convergent parallel mixed methods design was used to explore outcomes on multicultural development and civic engagement among five ethnically diverse elementary-aged students. Findings suggested an emerging sense of multicultural development and expanding awareness of ways to engage in the community. Although quantitative analyses revealed little change, there was a small increase in the Civic Attitudes subscale that corresponded with qualitative themes from interviews and artifacts. Implications for school psychologists and practitioners working with multiculturally diverse students are described.
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      – TitleFull: Building Community Group Intervention: Exploring Outcomes on Multicultural and Civic Engagement Skills with Upper Elementary Students
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