Event Title
Small Group Book Clubs for Urban Adolescent Girls of Color: A School Counseling Intervention
Location
Hager-Lubbers Exhibition Hall
Description
PURPOSE: Urban adolescent girls of color lack safe spaces to engage in conversations that encourage ethnic identity and self-esteem development. Due to curricular standards and culturally irrelevant pedagogies, most urban classrooms do not allow for discussions that foster identity development. PROCEDURES: Research points to the need for school counselors to provide interventions that foster identity development and self-esteem, which serve as protective factors against microaggressions, discrimination, and other stressors. Book clubs have been shown to be effective at encouraging impactful conversations that help urban adolescent girls explore identity and improve self-esteem. Critical race theory and relational-cultural theory provide the theoretical perspective for this project. OUTCOME: This purpose of this project is to provide a ready-to-use guide for school counselors to set up and facilitate small group book clubs for urban adolescent girls of color. The objective of this project is to foster the development of ethnic identity and self-esteem in urban adolescent girls. IMPACT: This project will be evaluated using pre- and post-test measurement scales (the Rosenberg Self-Esteem Scale and the Multigroup Ethnic Identity Measure). The project will be deemed successful if the girls score higher on the post-test scales than they did on the pre-test scales. With the support of their school counselors, urban adolescent girls of color can build up protective factors against the oppression they face in society and other stressors that impact them at home, school, and in their communities.
Small Group Book Clubs for Urban Adolescent Girls of Color: A School Counseling Intervention
Hager-Lubbers Exhibition Hall
PURPOSE: Urban adolescent girls of color lack safe spaces to engage in conversations that encourage ethnic identity and self-esteem development. Due to curricular standards and culturally irrelevant pedagogies, most urban classrooms do not allow for discussions that foster identity development. PROCEDURES: Research points to the need for school counselors to provide interventions that foster identity development and self-esteem, which serve as protective factors against microaggressions, discrimination, and other stressors. Book clubs have been shown to be effective at encouraging impactful conversations that help urban adolescent girls explore identity and improve self-esteem. Critical race theory and relational-cultural theory provide the theoretical perspective for this project. OUTCOME: This purpose of this project is to provide a ready-to-use guide for school counselors to set up and facilitate small group book clubs for urban adolescent girls of color. The objective of this project is to foster the development of ethnic identity and self-esteem in urban adolescent girls. IMPACT: This project will be evaluated using pre- and post-test measurement scales (the Rosenberg Self-Esteem Scale and the Multigroup Ethnic Identity Measure). The project will be deemed successful if the girls score higher on the post-test scales than they did on the pre-test scales. With the support of their school counselors, urban adolescent girls of color can build up protective factors against the oppression they face in society and other stressors that impact them at home, school, and in their communities.