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Evaluating Whether or Not Stereotype Threat Could Be Occuring in California's Child Welfare Common Core Training Program
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| Presenter(s):
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| Cynthia Parry, Cynthia F Parry Associates, cfparry@msn.com
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| James Coloma, San Diego State University School, jcoloma@projects.sdsu.edu
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| Leslie Zeitler, University of California, Berkeley, lzeitler@berkeley.edu
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| Abstract:
In California's Child Welfare Common Core Training Program, Caucasian trainees have often scored higher on posttests, and occasionally have increased their scores more from pre to posttest than trainees in one or more other racial/ethnic groups. However, previous analyses in which items showing differential functioning by race were identified and excluded did not always show reduction or elimination of racial/ethnic differences. Thus, stereotype threat is being investigated as a possible phenomenon that might explain these differences. This workshop will describe the efforts that have been made to eliminate bias in California's Child Welfare Common Core knowledge tests, the purpose of this study, the type of analysis conducted, the research findings, and the application of the results.
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Art and Racial Identity: Evaluating a Culturally Responsive Arts Education Program in an Urban School District
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| Presenter(s):
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| Helga Stokes, Duquesne University, stokesh@duq.edu
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| Rodney Hopson, Duquesne University, hopson@duq.edu
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| Gretchen Generett, Duquesne University, generettg@duq.edu
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| Angela Allie, University of Pittsburgh, adallie1@gmail.com
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| Kaleigh Bantum, KALEIGH.BANTUM@gmail.com, kaleigh.bantum@gmail.com
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| Tyra Good, Duquesne University, goodt@duq.edu
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| Abstract:
Students in three inner-city public elementary schools in a northeastern US city participate in a Culturally Responsive Arts Education Project (CRAE). African and African Diaspora art is integrated across the curriculum. The expectations are that the project raises student engagement in school, strengthens a positive racial identity among the largely African-American student body, increases cultural responsiveness among the predominantly Caucasian teaching staff, and consequently contributes to closing the achievement gap. Local artists teach their respective disciplines and collaborate with art teachers and classroom teachers in integrating the arts in the curriculum. The evaluation analyzes academic and arts learning, behavior, engagement, relationships, racial identity and instructional climate. One key question involves racial and ethnic identity formation. The presenters explore in this paper the evaluation of racial, ethnic and cultural identity formation and how the youth in the program perceived this identity as a result of the artistic involvement.
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Race or Racism? Value Implications and Practical Solutions
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| Presenter(s):
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| Kelly Robertson, Western Michigan University, kelly.robertson@wmich.edu
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| Diane Rogers, Western Michigan University, diane.rogers@wmich.edu
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| Abstract:
While data on race is frequently collected as part of evaluation, what is it that we are really trying to measure? It appears as if many evaluations use data on race as an unspoken indicator for racism, although failing to specify this and utilizing race as the only indicator of racism has value implications which can promote racial stereotypes and lower the quality of the evaluative findings. We will discuss value implications associated with different ideas of racism and practical strategies, indicators, and tools to measure it. We will also present the value implications behind using race versus the social construct of race when trying to assess the impact of racism and practical solutions for measuring the latter.
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