Wrapping the Curriculum around Their Lives: Using a Culturally Relevant Curriculum with African American Adult Women

Autor/in	Sealey-Ruiz, Yolanda
Titel	Wrapping the Curriculum around Their Lives: Using a Culturally Relevant Curriculum with African American Adult Women
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 58 (2007) 1, S.44-60 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713607305938
Schlagwörter	Females; African American Students; African Americans; Adult Students; Culturally Relevant Education; African American Culture; Higher Education; Cultural Influences; Social Influences; Curriculum Development; Self Concept; Identification (Psychology); Black Dialects; Feminism; Urban Schools; New York + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Adult; Adults; Erwachsenenalter; Hochschulbildung; Hochschulsystem; Hochschulwesen; Cultural influence; Kultureinfluss; Sozialer Einfluss; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Selbstkonzept; Feminismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study examines how African American adult female students respond to a culturally relevant curriculum. Research confirms that adults enter college classrooms with a variety of experiences that they value and experiences to which they wish to connect. Black female students in particular possess knowledge unique to their positionality in American society, and they want to apply this knowledge to what they are learning. A curriculum that speaks to their personal experiences and ways of knowing can be a bridge to connect what they want and need to learn. Three themes emerged from this study involving Black women and culturally relevant curriculum: language validation, the fostering of positive self and group identity, and self-affirmation or affirmation of goals. The study's findings reveal that the approach of integrating students' experiences as an explicit part of the learning agenda encourages them to participate to the fullest extent in their own education. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10