DEVELOPMENT AND VALIDATION OF THE PERCEIVED CULTURALLY RESPONSIVE CLIMATE MEASURE FOR AFRICAN AMERICAN STUDENTS (PCRC)

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dc.contributor.advisorO'Neal, Colleenen_US
dc.contributor.authorDaye, Alyssa Laurenen_US
dc.contributor.departmentPsychologyen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2021-09-17T05:30:28Z
dc.date.available2021-09-17T05:30:28Z
dc.date.issued2021en_US
dc.description.abstractThis study makes the contribution of developing a measure that provides voice to African American students, offers a broader view of their school experiences than existing cultural responsivity measures, as well as consequences for their academic outcomes. The present study reports the development and initial validation of a measure of perceived culturally responsive climate for African American adolescents (PCRC). The study relies on the existing longitudinal Maryland Adolescent Development in Context Study (MADICS) dataset, a public use dataset collected from 1991-2000. The present study uses two waves of data from participants aged 13 to 18, and the subsample consists of 533 African American youths in Wave 3 (49.3% female; mean age of 14) and 399 African American youths in Wave 4 (51% female; mean age of 17). With the goal of creating a novel measure capturing youth perceptions of cultural responsiveness by both teachers and the school climate, this study combined student self-reported Wave 3 MADICS questionnaires of meaningful and culturally responsive curriculum, high academic expectations, teacher discrimination, peer discrimination, autonomy and self-advocacy, and school social support (i.e., teacher and peer support). Results indicated that a second order factor structure best fit the PCRC measure; the PCRC measure demonstrated adequate internal consistency and test-retest reliability; and the PCRC predicted later math and non-math subject academic ability self-concept for African American adolescents. The study holds implications for schools, educators, and school psychologists hoping to give voice to African American student perceptions of culturally responsive teaching practices and school climate.en_US
dc.identifierhttps://doi.org/10.13016/ww1b-8aj2
dc.identifier.urihttp://hdl.handle.net/1903/27779
dc.language.isoenen_US
dc.subject.pqcontrolledEducationen_US
dc.subject.pqcontrolledAfrican American studiesen_US
dc.subject.pqcontrolledEducational psychologyen_US
dc.subject.pquncontrolledAfrican Americanen_US
dc.subject.pquncontrolledCulturally Responsiveen_US
dc.subject.pquncontrolledCurriculumen_US
dc.subject.pquncontrolledDiscriminationen_US
dc.subject.pquncontrolledSchool Climateen_US
dc.subject.pquncontrolledSelf-Advocacyen_US
dc.titleDEVELOPMENT AND VALIDATION OF THE PERCEIVED CULTURALLY RESPONSIVE CLIMATE MEASURE FOR AFRICAN AMERICAN STUDENTS (PCRC)en_US
dc.typeDissertationen_US

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