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The Role of School Practices in Supporting Marginalized Students

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Across the globe, schools are seen as an essential context for building socio-emotional capacities in adolescents, particularly for marginalized youth, who have been systematically and historically excluded from accessing opportunities and resources typically available to members of different social groups (Gil-Kashiwabara, Hogansen, Geenen, Powers, & Powers, 2007). However, despite this…

Across the globe, schools are seen as an essential context for building socio-emotional capacities in adolescents, particularly for marginalized youth, who have been systematically and historically excluded from accessing opportunities and resources typically available to members of different social groups (Gil-Kashiwabara, Hogansen, Geenen, Powers, & Powers, 2007). However, despite this ideal, education has not yet reached its potential in promoting equal outcomes for all children andadolescents (American Psychological Association Presidential Task Force on Educational Disparities, 2012; Burkham & Lee, 2002; Gurria, 2016; Hampden-Thompson & Johnston, 2006). There exists a need to identify school practices that may enhance socio- emotional development and have implications for reducing disparities in academic achievement, educational attainment, and other indicators of well-being.

The aim of this dissertation, therefore, is to explore school and classroom practices that may be particularly effective in supporting the socio-emotional development of marginalized adolescents. I focus on two distinct populations: youth affected by violence in Colombia, and students of color within the United States. In Study 1, I explore whether three aspects of school climate – safety, connectedness, and services – buffer the negative implications of violence exposure for adolescent development in a Colombian sample. In Study 2, I determine how culturally responsive teaching practices in schools with high concentrations of students of color in the United States can be integrated into our current conceptualization of what constitutes high quality teaching, by examining profiles of teaching practices and associations between these profiles and teacher and classroom characteristics and student behaviors.
ContributorsGaias, Larissa Michelle (Author) / Lindstrom Johnson, Sarah R (Thesis advisor) / Dumka, Larry E (Thesis advisor) / Pettigrew, Jonathan (Committee member) / White, Rebecca M B (Committee member) / Arizona State University (Publisher)
Created2018
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Dialogic Cultural Relationships of Expertise, Knowledge, (Inter)dependence and Power Within the Acculturating Family: Exploring the Technolinguistic Brokering Experiences of Adolescents and Their Immigrant Non-English Speaking Mothers

Description

This dissertation explores the technolinguistic brokering experience of adolescents and (im)migrant non-English speaking mothers in acculturating families. By focusing on the performance of cultural intermediation, I examine the dimensions of technolinguistic brokering and their influence upon the Adolescent Language Technology Broker (ALTB) and mother relationship. Additionally, I explore the factors…

This dissertation explores the technolinguistic brokering experience of adolescents and (im)migrant non-English speaking mothers in acculturating families. By focusing on the performance of cultural intermediation, I examine the dimensions of technolinguistic brokering and their influence upon the Adolescent Language Technology Broker (ALTB) and mother relationship. Additionally, I explore the factors of power present as a result of the complexities of the ALTBs role to connect their mother to the English speaking community. This research uses a qualitative approach to explore concepts of expertise, knowledge, (inter)dependence, relational maintenance and quality, and power in the dialogic cultural relationship. Research indicates that expertise in the form of culture, cultural interactions, multilingual, and relational maintenance and quality contribute to the ALTBs capabilities in building cultural relationships. Moreover, to assist in dealing with power tensions created by differing levels of expertise and knowledge, ALTBs and mothers communicatively construct an (inter)dependent cultural relationship. I highlight practical implications, discuss limitations, and provide recommendations for future directions.
ContributorsCayetano, Catalina (Author) / Cheong, Pauline (Thesis advisor) / Pettigrew, Jonathan (Committee member) / Romero, Mary (Committee member) / Shin, YoungJu (Committee member) / Arizona State University (Publisher)
Created2020