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11.
A set of behavioral procedures focusing on the academic and social behavior problems of a group of adolescent students was incorporated within the context of a regular school program. The procedures, which involved manipulating type and delay of reinforcement, teaching desirable behaviors that were self-reinforcing or that others would readily reinforce, and training in several skills that are prerequisite to selfcontrol, were implemented in several classrooms through an independent grouporiented contingency system. These students performed significantly better than a matched control group with respect to grade-point average, class grades, school attendance, and length of time absent due to suspension. Changes in the contingency system throughout the year yielded differential effects on three behavioral measures: class attendance, assignments completed, and classroom behavior. The significance of these findings is discussed, and suggestions are made for future research efforts. 相似文献
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The self-concept level of Black adolescents with African names was explored. Black males with and without African names were first identified. All participants and their parents were then administered the Terrell and Taylor Black Ideology Scale and the Coopersmith Self-Esteem Inventory. Differences between groups on the self-concept measures were then examined using a one way MANOVA with parents' scores on the self-concept measures serving as covariates. Significant differences were found between groups. Supplemental analyses revealed no differences between groups on the Coopersmith. However, adolescents with African names had significantly higher scores on the Black self-concept scales than did those without African names. 相似文献
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Sandra L. Osorio 《Multicultural Perspectives》2018,20(1):47-52
Multicultural literature can be found all across classrooms in the United States. I argue it is more important what you do with the literature than just having it in the classroom. Multicultural literature should be seen as a tool. In this article, I will share how I used multicultural literature as a tool to (a) promote or develop an appreciation for diversity, (b) honor students' voices, (c) connect to students' rich linguistic and cultural backgrounds, and (d) promote critical consciousness. Through this process, students were able to build a foundation toward critical consciousness in order to take action against their oppressors. 相似文献
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ABSTRACTTaking a cue from Dana Diminescu’s seminal manifesto on “the connected migrant,” this special issue introduces the notions of encapsulation and cosmopolitanism to understand digital migration studies. The pieces here present a nonbinary, integrated notion of an increasingly digitally mediated cosmopolitanism that accommodates differences within but also recognizes Europe’s colonial legacy and the fraught postcolonial present. Of special interest is an essay by the late Zygmunt Bauman, who argues that the messy boundaries of Europe require a renewed vision of cosmopolitan Europe, based on dialogue and aspirations, rather than on Eurocentrism and universal values. In this article, we focus on three overarching discussions informing this special issue: (a) an appreciation of the so-called “refugee crisis” and the articulation of conflicting Europeanisms, (b) an understanding of the relationships between the concepts of cosmopolitanization and encapsulation, and (c) a recognition of the emergence of the interdisciplinary field of digital migration studies. 相似文献
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Sandra Khor Manickam 《Inter-Asia Cultural Studies》2017,18(3):347-363
During a brief period in the Japanese occupation of Southeast Asia, Malaya, including Singapore, was administratively placed with Sumatra under Japan’s 25th Army. From 28 March 1942 to April 1943, the two territories that had been separated by British and Dutch colonial rule since the mid-nineteenth century were considered one territory. This article explores how Malay intellectuals, through articles written in the magazine Fajar Asia, took advantage of this unprecedented opportunity to strive for a Malaya-Sumatra and Malaya-Indonesia community. This article will analyse the various wartime imaginings of a joint archipelagic community within the pages of Fajar Asia and highlight tensions within this project which resulted in an impasse as to how such a unity should or could be achieved. 相似文献
16.
This study examined the effects of race of examiner and type of reinforcement upon the WISC-R performance of lower-class black children. A total of 120 black males were selected and assigned to either a white or black examiner to form two groups. Within each group, children were given no reinforcement, tangible reinforcement, traditional social reinforcement, or culturally relevant social reinforcement after each correct response. Children given tangible rewards, regardless of race of examiner, obtained significantly higher scores than did children given no reinforcement or children given traditional social reinforcement. Also, children given culturally relevant social reinforcement by a black examiner obtained significantly higher scores than did children given culturally relevant reinforcement by the white examiner. 相似文献
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Social network analysis was used to examine the role of having a mutual biracial friend on cross-race friendship nominations among monoracial sixth-grade students (Mage = 10.56 years) in two racially diverse middle schools (n = 385; n = 351). Monoracial youth were most likely to choose same-race peers as friends but more likely to choose biracial than different-race peers as friends, suggesting that racial homophily may operate in an incremental way to influence friendships. Monoracial different-race youth were also more likely to be friends if they had a mutual biracial friend. The findings shed light on the unique role that biracial youth play in diverse friendship networks. Implications for including biracial youth in studies of cross-race friendship are discussed. 相似文献
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