Browsing by Subject "Multicultural"
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Item A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas(2012-11-09) Rios, Sylvia 1954-The primary purpose of this qualitative study was to explore the educational experiences and leadership behaviors of five South Texas high school principals, in the context of the practice of multicultural education and Hispanic student achievement. Through the recounting of the principals? personal stories, experiences, and artifacts, several themes emerged in the analyses of the data collected for this study: multicultural education, effective schools, and culturally Responsive Leadership. Subthemes for the study included high expectations, collaboration, relationships, empowering school culture, equity pedagogy, communication, vision for success, Hispanic principal leadership, and Hispanic student achievement. Findings for the study further revealed that: 1. Each of the five principals articulated, supported, and fostered a culture of high expectations. 2. Collaboration, among staff, students, and the extended learning community, was a designated priority in these high-performing schools. 3. Principals in each of the five high schools understood the significant value of developing, nurturing, and maintaining productive, caring relationships. 4. Principals understood the value of creating a school culture that empowered students and staff to aspire toward quality teaching and learning. 5. Principals understood and worked vehemently to provide equity pedagogy which addressed the needs of all students. 6. Principals understood the power of varied forms of communication in shaping and supporting the mission of their schools. 7. Principals in these high-performing schools developed and steadfastly articulated a clear vision of success for their schools. 8. Hispanic principals provided unique, relevant, and effective leadership in support of their Hispanic students. 9. Neither school/community demographics nor socioeconomic status determined the potential for Hispanic student success in each of the schools led by the study?s participants. While each of the principals in this study used a variety of means to create and support learning environments conducive to all students, each assumed personal responsibility for the success of his/her students, and each worked to empower their Hispanic students through his/her own personal histories and experiences. Thus, the significance of this study lies in the potential to impact Hispanic student achievement by developing school leaders and creating school structures that support culturally diverse students.Item Client and provider experiences of multicultural competence in community mental health(2014-08) Smith, Caroline Anne, active 21st century; Carlson, Cindy I., 1949-; Cawthon, Stephanie W.A major problem in the United States is the existence of inferior mental healthcare outcomes for racial and ethnic minorities compared with their European American counterparts. The federal government has documented the existence of mental health disparities for racial and ethnic minorities, and has called for more culturally sound healthcare practices at the provider level. Sue et al.'s (1982, 1998) widely accepted theory of cultural competence in counseling highlights the importance of certain provider qualities, including being aware of their biases about human behavior, appreciative of the diverse worldviews of their clients, and skilled in working with culturally diverse clients. However, it remains unclear if clients are able to observe and measure to what extent providers are considerate of their sociocultural context and needs. Further, the relationship between provider and client experiences of provider multicultural competence has not been sufficiently addressed in the literature. The current study used hierarchical linear modeling to examine how providers' self-reported multicultural competence, based on multiple measures, impacted client perceptions of multicultural competence in the community mental health setting. A unique aspect of the study was that it examined differences in ratings of clients who had the same provider. The study also examined how ethnic identity development, and majority or minority status match of race and ethnicity self-label affected the relationship between provider behaviors and client perceived multicultural competence. Results indicated that clients tend to view some providers as being more multiculturally competent than others. The aspect of self-reported multicultural competence that explained a significant amount of variance in client ratings was the sensitivity of providers to client needs. Ethnic identity development was not found to explain differences in perceived multicultural competence of providers. Match of client and provider based on reported racial and ethnic majority or minority status had a positive, significant impact on how clients rated their providers' multicultural competence. The current study offers a launching base for the implementation of culturally competent practices at the provider level. It is an important addition to the field of counseling psychology to find that clients and providers in community mental health settings differentially measure and interpret multicultural competence.Item It's not easy being green: stress and invalidation in identity formation of culturally-complex or mixed-race individuals(2009-05-15) Roberts Perez, Samaria DaliaThis is an exploratory study to examine a population which has not been widely researched, mixed-race or "culturally-complex" individuals and identification. In the interest of this study, "culturally-complex" refers to individuals who report parents being from two or more different races/ethnicities; i.e. Black, White, Latino/Hispanic, Asian, Native-American, etc. Current literature reveals through quantitative methods that mixed-race adolescents often report more stress and are at greater health risks than most mono-racial adolescents. However, past studies have not thoroughly investigated why and how this stress exists and at times is inconsistent, which points to the need for qualitative inquiry. Although most of the previous literature focuses on mixed-race adolescents, this study focused on an adult population. Study participants were recruited through snowball sampling for in-depth, open-ended interviews. The data was analyzed by searching for common themes that illustrate the possible causes for stress in culturally-complex individuals. Though this study cannot be representational of all culturally-complex individuals it did provide for noteworthy findings. Race and ethnicity, and particularly being culturally-complex are topics that are often not spoken about in the family or between siblings. In general, culturally-complex individuals are not provided with space for dialogue and so thus, having a place to voice ideas, experiences, and opinions was appreciated by all participants. In all interviews, frustration and confusion was expressed towards box-checking. Though stress and invalidation was inconsistent in past literature surrounding mixed-race and culturally-complex individuals, only some participants in this study reported stress and invalidation, while other participants did not report having ever experienced stress or invalidation. While literature had posed that often culturally-complex individuals would identify with the ethnicity of the father, in this study most of those who identified as one culture over another had identified as the ethnicity of the mother. Participants additionally had ?hierarchies of identities? where being culturally-complex was not always their most important role. Future research should examine populations from different socioeconomic groups and other demographics.Item Selected Texas Driver Education Instructors? Feelings About A Driver Education Cultural Awareness Survey(2012-07-16) Saint, Nina JoThis study examined what items driver education instructors felt should be included in a cultural awareness survey to assess instructors' preparedness to teach a culturally diverse student clientele. In addition, the study examined the ways driver education instructors felt a cultural awareness survey should be administered. The instrument used in the study was the Driver Education Cultural Awareness (DECA) Survey that consisted of 14 items. There were eighty-one (N = 81) participants in the study with forty-six (N = 46) from the Texas' Education Service Center, Region 4 area (Houston area) and thirty-five (N = 35) from the Texas' Education Service Center, Region 10 area (Dallas area). The findings of this study were: (1) Instructors believed that a survey instrument should include information about "preparedness to teach a culturally diverse student clientele," "men and women presented in equitable roles," and "images of teenager drivers;" and (2) Instructors did not agree on how a survey instrument should be administered.