Date of Award

2022

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Garrett J. Roberts

Second Advisor

Maria Salazar

Third Advisor

Jesse Owen

Fourth Advisor

Erin Anderson

Keywords

Culturally relevant education, Meta-analysis, Opportunity gap

Abstract

This meta-analysis systematically identified culturally relevant interventions for Black students in K-12 school settings to determine (a) the effect of culturally relevant reading interventions on reading comprehension and reading fluency (b) the effect of culturally relevant behavioral interventions on student behaviors (c) the extent to which culturally relevant interventions impact cultural identity and awareness (d) how cultural identity moderates academic and behavioral outcomes. Twelve studies were identified. Overall, there was a statistically significant combined effect across the twelve studies (g = 0.96, p < 0.05). There was a statistically significant effect of culturally relevant reading interventions on reading outcomes (g =1.174, p < 0.05), a statistically significant effect of culturally relevant behavior interventions on behavior outcomes (g = 0.889, p < 0.05), and a statistically significant effect of cultural identity interventions on cultural awareness and identity (g =0. 914, p < 0.05). The primary limitation of this meta-analysis are the mainstream and standardized dependent variables. Future intervention research is needed that utilizes both culturally relevant independent and dependent variables to better support this population.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Dina Malala

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

96 pgs

Discipline

Education

Download



Share

COinS