Cultural Considerations in the Development of School-Based Interventions for African American Adolescent Boys with Emotional and Behavioral Disorders

Autor/inn/en	Serpell, Zewelanji; Hayling, Charlayne C.; Stevenson, Howard C.; Kern, Lee
Titel	Cultural Considerations in the Development of School-Based Interventions for African American Adolescent Boys with Emotional and Behavioral Disorders
Quelle	In: Journal of Negro Education, 78 (2009) 3, S.321-332 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Behavior Disorders; Educational Policy; Special Education; African American Students; Males; Disproportionate Representation; Culturally Relevant Education; Disability Identification; Intervention; Emotional Problems; Special Needs Students; Access to Education; Cultural Influences + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Sonderpädagogischer Förderbedarf; Education; Access; Bildung; Zugang; Bildungszugang; Cultural influence; Kultureinfluss
Abstract	African American males are overrepresented among youth in special education identified as having emotional and behavioral disorders. Compared to other youth in special education, they have the least access to needed services and the worst social and academic outcomes. Little empirically supported guidance exists to inform the development of effective and culturally responsive interventions for these youth. This article addresses this gap in the literature by reviewing existing research, and highlighting problems with current approaches to identification, referral, and treatment. The authors provide specific examples about ways to harness African American adolescents' strengths when developing culturally responsive, school-based interventions and discuss implications for educational policy. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10