Secondary English Students' Engagement in Reading and Writing About a Multicultural Novel

Bean, Thomas W.; Valerio, Paul Cantu; Senior, Helen Money; White, Fern

doi:10.1080/00220679909597626

Cited by 13 publications

(3 citation statements)

References 2 publications

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“…Among the five dimensions, content integration has been the most widely researched in relation to student functioning. Studies report that when the curriculum includes references to students' cultural backgrounds and lives (e.g., languages, histories, issues like discrimination), students feel more valued and intellectually competent (Bean, Valerio, Senior, & White, 1999;Center, 2005;Gay, 2003;Sleeter, 2011). Consequently, they are more engaged, and perform significantly better in various skills such as language and literacy (Cummins, 2015;Sleeter, 2011).…”

Section: Prejudice Reduction As a Dimension Of Multicultural Educationmentioning

confidence: 99%

Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement

Abacioglu

Zee

Hanna

et al. 2019

Teaching and Teacher Education

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h i g h l i g h t sUsing multilevel models, we examined the relationship between teachers' prejudice reduction practices and students' engagement. Prejudice reduction practices focused on engaging in dialogue about diversity and confronting intergroup bias. Teachers' explicit multicultural attitudes and implicit attitudes towards ethnic minorities were possible moderators. Prejudice reduction predicted increases in student engagement for teachers with above-average positive explicit attitudes. Our models did not support such an interaction effect for implicit ethnic attitudes.

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Section: Prejudice Reduction As a Dimension Of Multicultural Educationmentioning

confidence: 99%

Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement

Abacioglu

Zee

Hanna

et al. 2019

Teaching and Teacher Education

View full text Add to dashboard Cite

show abstract

“…Some of the research Sleeter (2011) cited argued that ethnic studies curricula foster a positive relationship between racial/ethnic identity and academic achievement among students of color (e.g., Carter, 2008; O’Connor, 1997). Additionally, Sleeter cited studies demonstrating that engagement increased when students read literature written by authors of the students’ racial/ethnic background (e.g., Bean, Valerio, Senior, & White, 1999; Brozo & Valerio, 1996; Copenhaver, 2001). Moreover, Sleeter found that ethnic studies curricula led to enhanced literacy skills (e.g., Krater & Zeni, 1995; Krater, Zeni, & Cason, 1994; C.…”

Section: Relevant Literature and Theorymentioning

confidence: 99%

Missing the (Student Achievement) Forest for All the (Political) Trees

Cabrera

Milem

Jaquette

et al. 2014

American Educational Research Journal

216

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The Arizona legislature passed HB 2281, which eliminated Tucson Unified School District’s (TUSD’s) Mexican American Studies (MAS) program, arguing the curriculum was too political. This program has been at the center of contentious debates, but a central question has not been thoroughly examined: Do the classes raise student achievement? The current analyses use administrative data from TUSD (2008–2011), running logistic regression models to assess the relationship between taking MAS classes and passing AIMS (Arizona state standardized tests) and high school graduation. Results indicate that MAS participation was significantly related to an increased likelihood of both outcomes occurring. The authors discuss these results in terms of educational policy and critical pedagogy as well as the role academics can play in policy formation.

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“…In an exemplary study of ninth grade students' engagement with a multicultural novel, Bean et al found that they produced more personal and interpretive responses and expressed a strong sense of voice and agency from having explored the development of cultural and ethnic identity (Bean, Valerio, & Senior, 1999).…”

Section: Introductionmentioning

confidence: 99%

Teaching history on the border: teachers voice their views

Noboa

2013

International Journal of Qualitative Studies in Education

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The overall objective of this investigation was to explore the views of border history teachers on a wide variety of issues that influence their instructional approaches, curricular content choices, and capacity to teach history more effectively. More specifically, the focus was on identifying factors that affect their ability to utilize culturally relevant pedagogy and to integrate into their classroom instruction elements of the local border community, and of the Latin American, Latino, and Mexican American experience. Findings confirmed that structural factors such as mandated curriculum standards, adopted textbooks, and high-stakes tests all serve to limit the teachers' ability to integrate the Latino and minority experience into their classroom narrative. Although most teachers expressed support for the inclusion of Latino history, in actual practice they reported having insufficient time, training, or resources to adequately do so. The implications that Latino curricular exclusion has for students on the border are also discussed.

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Secondary English Students' Engagement in Reading and Writing About a Multicultural Novel

Cited by 13 publications

References 2 publications

Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement

Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement

Missing the (Student Achievement) Forest for All the (Political) Trees

Teaching history on the border: teachers voice their views

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