Promoting competence and opportunities for ethnic minorities through external assets
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Promoting competence and opportunities for ethnic minorities through external assets

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In their poster, “Promoting Competence and Opportunities for Ethnic Minorities Through External Assets,” Tran and Jennings examined research that suggests ethnic minority students are at a ...

In their poster, “Promoting Competence and Opportunities for Ethnic Minorities Through External Assets,” Tran and Jennings examined research that suggests ethnic minority students are at a disadvantage for positive academic and social emotional outcomes due to limited schoolbased supports. Using state-wide data from California Healthy Kids Survey (CHKS), Tran and Jennings identified that improvements in external assets are necessary given the potential for negative outcomes. They presented best practice, strength-based strategies, and approaches to enhancing universally school-based supports to promote learning and social outcomes for disadvantaged students.

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Promoting competence and opportunities for ethnic minorities through external assets Promoting competence and opportunities for ethnic minorities through external assets Presentation Transcript

  • Promoting Competence and Opportunities for Ethnic Minorities through External Assets Oanh K. Tran, Ph.D. & Greg Jennings, Ph.D. California State University East Bay, Clinical Child / School Psychology Program National Association of School Psychologists Conference March 2-6, 2010 - Chicago, Illinois 1. ABSTRACT 2. BACKGROUND AND RATIONALE FOR STUDY 3. CALIFORNIA HEALTHY KIDS SURVEY Research suggests that ethnic minority students are at a disadvantage for The California Healthy Kids Survey (CHKS) is a comprehensive self-report Recent research suggests significant differences between ethnic minority positive academic and social emotional outcomes due to limited school- data collection system on health risk, resilience, and behaviors for schools, students and white students on external assets (Jennings & Tran, 2009). based supports (e.g., caring relationships, meaningful participation, high districts, and communities. The data enables districts to comply with Title Anglo students reported higher levels of caring relationships, high expectations, school connectedness). Findings from studies using the IV Safe and Drug-Free Schools and Communities (SDFSC) funding. A expectations, meaningful participation, and school connectedness. Much California Healthy Kids Survey (CHKS) state-wide data are discussed. data-driven decision making process of CHKS data is utilized to guide research concludes that students today are faced with many life and school Given the potential for negative outcomes, improvements in external health, prevention, and youth development programs. The CHKS gathers adversities, while with limited skills and support. Students of color are at assets are necessary. Best practice, strength-based strategies and data on behaviors such as physical activity and nutritional habits; alcohol, greater risk for negative outcomes. Thus, current school-based interventions approaches to enhancing universally school-based supports to promote tobacco, and other drug use; school safety; and environmental and should promote external assets at the universal level for all students, in learning and social outcomes for disadvantaged students are presented. individual strengths and assets. Sample questions on the CHKS include: “I particular providing culturally sensitive social-emotional interventions for ethnic minority students. trust an adult outside of home and school.” “At my school, there is a teacher or adult who wants me to do my best?” 4. EXTERNAL ASSETS at PERCENTAGE OF “HIGH” LEVELS by ETHNIC GROUPS 5. KEY CHARACTERISTICS FOR SUCCESSFUL INTERVENTION (Jennings & Tran, 2009) PROGRAMS 6. APPLICATION IN SCHOOLS: STEPS IN DATA-BASED SOCIAL-EMOTIONAL INTERVENTION 47.7 P e r c e n ta g e o f " H ig h " L e v e ls 1. Comprehensive Multiple interventions, multiple settings where 44.4 45 44 44.9 44 behaviors are impacted; Development of parenting I. Ecological Planning 42.2 practices, social competence, classroom management * Select Intervention Team 38.4 38.6 37 and instruction * Identify schools environmental strengths and weaknesses 36.7 35.7 33.2 33.5 * Identify students’ asset strengths and weaknesses (e.g., CHKS) 31.7 32.6 2. Varied Teaching Interactive instruction to provide skills-based, hands 28.7 30.1 30.2 Methods on experiences to increase students’ skills; facilitating * Conduct focused discussions of data 26.9 27.3 the development of cognitive, language, and social * Prioritize areas of support needed by groups (race, language, SES) skills 18.7 II. Intervention Selection 17.6 17.1 17.5 16.7 3. Sufficient Dosage Sufficient amount of the intervention based on the * Review CASEL to match: target needs, school population, school 15.3 intensity and need, also includes follow-up or booster 12.2 sessions to support durability of impact resources * Review relevant programs (Apply the “Characteristics” of successful 4. Theory Driven Empirically tested for the targeted population and programs) produces desired change * Present selected programs for stakeholders’ discussion 5. Positive Positive relationships between children and Relationships significant others (peers, teachers, communication III. Implementation and Training 1 2 3 4 5 6 7 members); improving parent-child relationships and * Schedule Intervention Team meetings to review goals, curriculum, parenting skills logistics, and resource/training needs External Assets by Ethnic Groups * Foster system-level communication (teacher, parent, student, community 6. Appropriately Implemented timely for maximal impact, not too late discussion) Timed when problems have already occurred or not too early Caring Relationships High Expectations before onset or risk; Early intervention for * Train teachers and program supporters Meaningful Participation School Connectedness preventative efforts; Developmental appropriateness * Initiate program with pre-data-collection and coordinated introduction to students 7. Socioculturally Culturally sensitive programs that go beyond (1) Anglo American; (2) African American; (3) Latino/Hispanic Relevant language translation, but are also sensitive to cultural IV. Evaluation and Follow up American; (4) Asian American; (5) Native Hawaiian/Pacific Islander; factors that address development * Plan intervals for process review, student responsiveness, and (6) Native Alaskan/American Indian; (7) Other Ethnic 8. Outcomes Examining program effectiveness for continued use teacher/facilitator treatment integrity Evaluation * Align program target goals, student outcome measures, and program Results indicated statistically significant larger percentages of performance Anglo American students’ high-level rating of each external asset: 9. Well-trained Adequate training, support, and supervision in order * Conduct formal evaluation CR, HE, MP, and SC, when compared with all other ethnicities. Staff to provide sensitive and effective interventions; development of competency skills * Follow-up with program intervention “boosters” for student and follow- One exception was MP among Native Hawaiian/Pacific Islanders. up data collection after a determined time period (Adapted from Nation et al., 2003)