Date of Award
Curriculum and Instruction
Garrett J. Roberts
Culturally relevant education, Meta-analysis, Opportunity gap
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.
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Malala, Dina, "Addressing Racial Disparities Through K-12 School-Based Culturally Relevant Interventions" (2022). Electronic Theses and Dissertations. 2128.
Received from ProQuest
Bilingual, Multilingual, and Multicultural Education Commons, Disability and Equity in Education Commons, Elementary Education Commons, Race, Ethnicity and Post-Colonial Studies Commons