5.5.2 Developing interventions related to individual students' negotiations of their cultural identities.

If you think that students' negotiations of their cultural identities might be contributing to the puzzling situation, several scholars have provided suggestions for interventions.

Spindler and Spindler (1994b) recommended "cultural therapy," a process of bringing the cultures in which one participates to conscious awareness, for students. Davidson (1994) indicated that the interviews she collected functioned (at least to a limited degree) as cultural therapy for some students, and she suggested ways adults can construct such conversations with students. Hemmings (2000) showed how one African American adolescent functioned as a "cultural therapist" for a group of marginalized youth, leading them to "postoppositional" identities.

Davidson (1996) highlighted the importance of what she termed "holistic" interventions that address both the explicit curriculum of the school and the "hidden curriculum" embedded in school structures, relationships, and interactions. To address the hidden curriculum, interventions should: establish practices that do not divide students along racial, ethnic or social class lines, or valorize particular behavior; remove barriers to information; develop classroom and school management practices that are based on empowerment rather than on control; foster close and personalized relationships among school personnel and students; and encourage school personnel to convey positive expectations for all students (Davidson, 1996).

Studies in Heath and McLaughlin's (1993c) book described neighborhood organizations that supported inner city youth in creating identities that contributed to their school success. "The neighborhood institutions that find acceptance in the eyes of local youngsters are those that enable them to find a sense of balance within harsh, inner-city conditions" (Heath and McLaughlin, 1993a, p. 8). Heath and McLaughlin (1993b) summarized the features of successful neighborhood programs as follows:

Youth organizations [local branches of groups such as the Boy Scouts, YMCAs, and Girls Clubs] provided opportunities for youngsters to build a sense of self-efficacy and a series of prevailing narratives of success in different events and kinds of activities...They tailored program content and institutional processes to the interests of the young and incorporated young people into participatory roles of all sorts....Arts and athletics topped the list of activities youth organizations offered, for these provided involvement in planning, preparing, practicing, and performing--with final judgment coming from outsiders (audiences, other teams in the league, and the public media). Youth leaders provided a family-like frame for the work of their organizations. They advised and guided youngsters, letting them know they cared, and often reminding them in word and action 'we're here for you.'" (p.24).

Success Stories & CIP studies Related to Individual Students' Cultural Negotiations

Reconsider  question: 3.5.2 
Gather more information on this question: 4.5.2 
Step 6-Monitor Intervention(s) 
Guide for Reading Step 4 and Step 5 Pages