Effect of a school-based test anxiety intervention in ethnic minority youth exposed to Hurricane Katrina

2009 ◽  
Vol 30 (3) ◽  
pp. 218-226 ◽  
Author(s):  
Carl F. Weems ◽  
Leslie K. Taylor ◽  
Natalie M. Costa ◽  
Allison B. Marks ◽  
Dawn M. Romano ◽  
...  
Keyword(s):  
Ethnic Minority ◽  
Hurricane Katrina ◽  
Test Anxiety ◽  
Minority Youth ◽  
Ethnic Minority Youth ◽  
School Based

Post Traumatic Stress, Context, and the Lingering Effects of the Hurricane Katrina Disaster among Ethnic Minority Youth

2009 ◽  
Vol 38 (1) ◽  
pp. 49-56 ◽  
Author(s):  
Carl F. Weems ◽  
Leslie K. Taylor ◽  
Melinda F. Cannon ◽  
Reshelle C. Marino ◽  
Dawn M. Romano ◽  
...  
Keyword(s):  
Ethnic Minority ◽  
Hurricane Katrina ◽  
Traumatic Stress ◽  
Minority Youth ◽  
Ethnic Minority Youth ◽  
Post Traumatic Stress ◽  
Post Traumatic

A Pilot Randomized Trial Evaluating a School-Based Mindfulness Intervention for Ethnic Minority Youth

Mindfulness ◽  
2016 ◽  
Vol 7 (4) ◽  
pp. 819-828 ◽  
Author(s):  
Joey Fung ◽  
Sisi Guo ◽  
Joel Jin ◽  
Laurel Bear ◽  
Anna Lau
Keyword(s):  
Randomized Trial ◽  
Ethnic Minority ◽  
Minority Youth ◽  
Ethnic Minority Youth ◽  
Mindfulness Intervention ◽  
School Based

School-Based Activities, Misbehavior, Discipline, and Racial and Ethnic Disparities

2017 ◽  
Vol 50 (5) ◽  
pp. 403-434 ◽  
Author(s):  
T. Lorraine Latimore ◽  
Anthony A. Peguero ◽  
Ann Marie Popp ◽  
Zahra Shekarkhar ◽  
Dixie J. Koo
Keyword(s):  
Ethnic Minority ◽  
Extracurricular Activities ◽  
Race And Ethnicity ◽  
Ethnic Disparities ◽  
The United States ◽  
Minority Youth ◽  
Ethnic Minority Youth ◽  
School Based ◽  
The Relationship ◽  
Racial And Ethnic Minority

School-based discipline can negatively shape the educational outcomes of students, particularly for racial and ethnic minorities. Because racial and ethnic minority youth are at risk for educational failure and marginalized within schools, academic and sport extracurricular activities are often presented as a means to ameliorate educational risk factors. Little is known, however, about the relationship between involvement in these activities and school-based discipline, particularly for racial and ethnic minority youth. This study uses data from the Education Longitudinal Study of 2002 and incorporates multilevel modeling techniques to examine whether the relationship between academic and sport extracurricular activities, misbehavior, and school-based discipline varies by race and ethnicity. This study suggests that while academic and sport extracurricular activities reduce the likelihood of school-based discipline for White students, the relationships for racial and ethnic minority are complex. The implications of the racial and ethnic disparity in school-based discipline in the United States are discussed.

scholarly journals “Our dance is a celebration of the fabric of modern New Zealand”: Identity, Community, Solidarity and Citizenship at Youth Polyfests in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Milica Homolja
Keyword(s):  
New Zealand ◽  
Young People ◽  
Identity Formation ◽  
Ethnic Minority ◽  
Minority Youth ◽  
Ethnic Minority Youth ◽  
School Based ◽  
Aotearoa New Zealand ◽  
Cultural Festivals ◽  
The Way

<p>One feature of the growing levels of cultural diversity in Aotearoa New Zealand has been the growth of cultural festivals. These originated primarily for Pacific groups to maintain and sustain cultural performance and traditions, but increasingly such festivals reflect the growing ethnic minority groups present in most of New Zealand’s large urban centres. Specific cultural festivals for school-aged young people are attended by thousands of young New Zealanders annually, yet to date have rarely been a feature of research. This study aimed to explore the role that cultural festivals may play in contributing to the identity, belonging and citizenship experiences of ethnic minority youth growing up in Aotearoa New Zealand.  The thesis draws on ethnographic data obtained at three cultural festivals (Polyfests) for school-aged young people in 2018 (ASB Auckland Polyfest, Tu Tagata, Wellington and Northern Regional Polyfest, Porirua). Employing ethnographic participant observation, coupled with approaches drawn from ethnomusicology and dance ethnography, data collection included observation of speeches, public announcements and performances, dance moves and music, as well as on-the-fly discussions with festival performers and analysis of associated media (brochures, media reports, online articles).  The festivals performances and their potential to enable spaces of possibility for identity-formation were analysed through Bhabha’s (1996) notion of ‘third-space’. The study drew attention to the way young performers strategically employed fusions of traditional and contemporary music and dance genres within their performances to articulate new ways of seeing themselves. These performances also served to maintain and validate ethnic and school-based identities, as well as to gain status and recognition by creating symbolic representations of the way that performers wished their cultural group to be viewed by audiences. Festival spaces also allowed cultural groups to consolidate homogenous (ethnic) solidarities as well as articulate new ways of seeing themselves as belonging through heterogenous (inter-ethnic) and school-based solidarities. The study underscores the significance of festival spaces as ‘counter-spaces’ in New Zealand society in which ethnic minority youth could experience (and create) identity-affirming, counter-hegemonic experiences outside of the dominant discourses frequently projected on them by White New Zealand.</p>

scholarly journals “Our dance is a celebration of the fabric of modern New Zealand”: Identity, Community, Solidarity and Citizenship at Youth Polyfests in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Milica Homolja
Keyword(s):  
New Zealand ◽  
Young People ◽  
Identity Formation ◽  
Ethnic Minority ◽  
Minority Youth ◽  
Ethnic Minority Youth ◽  
School Based ◽  
Aotearoa New Zealand ◽  
Cultural Festivals ◽  
The Way

<p>One feature of the growing levels of cultural diversity in Aotearoa New Zealand has been the growth of cultural festivals. These originated primarily for Pacific groups to maintain and sustain cultural performance and traditions, but increasingly such festivals reflect the growing ethnic minority groups present in most of New Zealand’s large urban centres. Specific cultural festivals for school-aged young people are attended by thousands of young New Zealanders annually, yet to date have rarely been a feature of research. This study aimed to explore the role that cultural festivals may play in contributing to the identity, belonging and citizenship experiences of ethnic minority youth growing up in Aotearoa New Zealand.  The thesis draws on ethnographic data obtained at three cultural festivals (Polyfests) for school-aged young people in 2018 (ASB Auckland Polyfest, Tu Tagata, Wellington and Northern Regional Polyfest, Porirua). Employing ethnographic participant observation, coupled with approaches drawn from ethnomusicology and dance ethnography, data collection included observation of speeches, public announcements and performances, dance moves and music, as well as on-the-fly discussions with festival performers and analysis of associated media (brochures, media reports, online articles).  The festivals performances and their potential to enable spaces of possibility for identity-formation were analysed through Bhabha’s (1996) notion of ‘third-space’. The study drew attention to the way young performers strategically employed fusions of traditional and contemporary music and dance genres within their performances to articulate new ways of seeing themselves. These performances also served to maintain and validate ethnic and school-based identities, as well as to gain status and recognition by creating symbolic representations of the way that performers wished their cultural group to be viewed by audiences. Festival spaces also allowed cultural groups to consolidate homogenous (ethnic) solidarities as well as articulate new ways of seeing themselves as belonging through heterogenous (inter-ethnic) and school-based solidarities. The study underscores the significance of festival spaces as ‘counter-spaces’ in New Zealand society in which ethnic minority youth could experience (and create) identity-affirming, counter-hegemonic experiences outside of the dominant discourses frequently projected on them by White New Zealand.</p>

Evidence-based assessment strategies for working with ethnic minority youth.

2017 ◽  
Vol 5 (1) ◽  
pp. 108-120 ◽  
Author(s):  
Jessica M. Valenzuela ◽  
Elizabeth R. Pulgaron ◽  
Katherine S. Salamon ◽  
Anna Maria Patiño-Fernandez
Keyword(s):  
Ethnic Minority ◽  
Minority Youth ◽  
Evidence Based ◽  
Ethnic Minority Youth ◽  
Assessment Strategies

Asymmetric information among stakeholders and consequences in vocational training for ethnic minority youth in Hoa Binh province

2019 ◽  
Vol 5 (5) ◽  
pp. 619-631
Keyword(s):  
Ethnic Minority ◽  
Vocational Training ◽  
Minority Youth ◽  
Ethnic Minority Youth ◽  
Specific Population ◽  
State Management ◽  
Principal Agent Problem ◽  
Training Institutions ◽  
The Government ◽  
Hoa Binh

The government supports vocational training in order to improve social security for specific population groups, such as the ethnic minority youth. However, there exists information asymmetry among the stakeholders in vocational training, including the ethnic minority youth, local authorities, training institutions, enterprises and state management agencies, leading to adverse selection, moral hazard and principal-agent problem. These problems have negatively impacted the effectiveness of vocational training for ethnic minority youth. Received 19th September 2019; Revised 20th October 2019; Accepted 24th October 2019

Sign in / Sign up

Export Citation Format

Share Document