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Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH
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In: Honors Theses and Capstones (2022)
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43 |
Parenting of 1.5 generation Chinese Americans’ parents: A case study
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In: Journal of Global Education and Research (2022)
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44 |
Refugee-background students in New Zealand and the United States: Roots and results of educational policies and practices
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In: Journal of Global Education and Research (2022)
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Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
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In: Journal of Global Education and Research (2022)
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46 |
How does children’s literature portray global perspectives?
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In: Journal of Global Education and Research (2022)
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Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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48 |
#34 Luk Lao
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In: Journal of Southeast Asian American Education and Advancement (2022)
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HMong Parent Day/Hnub Txhawb Nqa Niam Txiv: Implementing Psychosociocultural Educational Programming to Honor Rau Siab
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In: Journal of Southeast Asian American Education and Advancement (2022)
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50 |
Searching for Mirror Books for Young Asian/Asian-American Children with Disabilities
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In: Asian American Literature: Discourses & Pedagogies (2022)
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51 |
English Language Learners of Chinese Immigrant Families in Canadian Schools
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In: Major Papers (2022)
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52 |
Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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53 |
Reading Strategy Intervention and Reading Comprehension Success in Bilingual Readers
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In: Electronic Thesis and Dissertation Repository (2022)
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TRANSFORMATIVE LEARNING THROUGH ORAL NARRATIVE IN A PARTICIPATORY COMMUNICATION CONTEXT: AN INQUIRY INTO RADIO DRAMA-BASED TRAINING AMONG ZAMBIAN CAREGIVERS OF ABUSED AND EXPLOITED CHILDREN
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In: Theses and Dissertations--Communication (2022)
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55 |
The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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56 |
THIS BODY IS AN ABSTRACTION: A Bilingual Anthology of Contemporary Puerto Rican Poetry
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In: Embargoed Honors Theses, University of Nebraska-Lincoln (2022)
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57 |
How Do Latino Students Fare in Massachusetts Charter Schools?: An Analysis of Student Outcomes, Enrollment, Teacher Preparation, and Discipline Across 10 Districts
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In: Lorna Rivera (2022)
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59 |
Can high school students check the veracity of information about COVID-19? A case study on critical media literacy in Brazilian ESL classes
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In: Journal of Media Literacy Education (2022)
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60 |
Breaking Down Barriers: A Culturally Responsive Career Development Intervention with Racially Minoritized Girls of Color
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In: Journal of College Access (2022)
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Abstract:
Career development and professional identity remain critical areas that need addressing for young girls of color. Currently, racial-ethnic minorities continue to face disparities educationally and economically. Girls of color, in particular, are subjected to "double jeopardy" as they navigate a world still ridden with racial and gender discrimination. These barriers and other social and environmental factors have negatively impacted career self-efficacy, resulting in a lack of appropriate career decision-making. Through a lens of social justice and advocacy, school counselors can act as an ally and provide culturally appropriate interventions that address these issues. Career interventions based on the specific needs of racially minoritized students are necessary to reduce opportunity gaps and increase career options. This article explores the impact on career-related variables resulting from participation in a culturally responsive career development program. FLAME, a fifteen-week after-school program, was designed and implemented to foster growth and development in career exploration and leadership as well as career decision-making self-efficacy. Results provide initial support in suggesting that culturally responsive career development programs impact the career development of minority girls, especially in the areas of student motivation and engagement and perceived career barriers.
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Keyword:
and Multicultural Education; Bilingual; Career development; college and career readiness; culturally responsive; Gender Equity in Education; minoritized; Multilingual; school counseling; Vocational Education
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URL: https://scholarworks.wmich.edu/jca/vol7/iss1/7 https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1143&context=jca
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