Fulfilling Their Dreams: Marginalized Urban Youths' Perspectives on a Culturally Sensitive Social and Emotional Learning Program

Autor/inn/en	Slaten, Christopher D.; Rivera, Roberto C.; Shemwell, Daniel; Elison, Zachary M.
Titel	Fulfilling Their Dreams: Marginalized Urban Youths' Perspectives on a Culturally Sensitive Social and Emotional Learning Program
Quelle	In: Journal of Education for Students Placed at Risk, 21 (2016) 2, S.129-142 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2015.1134331
Schlagwörter	Social Development; Emotional Development; Disadvantaged Youth; Urban Youth; Social Justice; At Risk Students; Academic Failure; Music; African American Students; Program Descriptions; Intervention; Phenomenology; High School Students; Metacognition; Self Determination; Student Attitudes; Student Motivation; Outcomes of Education + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Benachteiligter Jugendlicher; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Soziale Gerechtigkeit; Musik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Phenomenological psychology; Phänomenologie; Psychologie; High school; High schools; Oberschule; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbestimmung; Schülerverhalten; Schulische Motivation; Lernleistung; Schulerfolg
Abstract	A growing body of research suggests educators need to focus on cultivating social and emotional competencies that youth will need to thrive in the new knowledge economy (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). For marginalized urban youth, in particular, few have derived programs and interventions to assist with these competencies. This study illuminates the perspectives of 9 African American youth at risk for academic failure taking part in the Fulfill the Dream (FTD) program. FTD is a social and emotional learning curriculum emphasizing social justice and critical consciousness through the utilization of hip-hop culture. Information regarding the nature of the collaboration of this research project and recommendations for education professionals working with marginalized youth are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01