An Evaluation Study of the Young Empowered Sisters (YES!) Program: Promoting Cultural Assets Among African American Adolescent Girls Through a Culturally Relevant School-Based Intervention

Abstract

The present study examines the effects of a culturally relevant school-based intervention in promoting cultural assets (i.e., ethnic identity, collectivist orientation, racism awareness, and libratory youth activism) among a group of African American adolescent girls. The overall goal of the intervention was to promote cultural factors that can protect African American youth from the adverse effects of racism. A total of 74 African American girls participated in the study, of whom 36 were in the intervention group and 38 in the control group. Pre-and posttests were administered to assess intervention effects. Overall findings reveal that the intervention had significant and positive effects on ethnic identity, racism awareness, collectivism, and liberatory youth activism. Implications for risk prevention and promotion of psychosocial functioning among African American youth are discussed.Every adolescent has the capacity to succeed in life, but many adolescents, in particular adolescents of color, are confronted by contextual stressors that put them at risk for poor psychological and behavioral health outcomes

School Ethnic–Racial Socialization: Learning About Race and Ethnicity Among African American Students

“…For example, a culturally relevant after-school program for African American girls increased racial identity and collectivist orientation (Thomas et al 2008). On the other hand, the ethnic identity of youth in another school-day intervention decreased (Lewis et al 2012), and other studies show no effect (Ginwright 2000).…”

“…These programs often teach about the negative implications that stereotypes and prejudices have on building relationships across racial difference. Research shows a positive link between fostering meaningful discussions about race, improved interethnic relations, and adolescents' awareness of racial discrimination and intergroup conflict (Aldana et al 2012;Spencer et al 2008;Thomas et al 2008). Even at a young age, discussions of race can lead to less stereotyping and prejudice (Aboud and Fenwick 1999;Aboud and Levy 2000).…”

Youth Work: A Systematic Map of the Research Literature

“…Activities grouped in this theme were often linked to educational settings, such as afterschool academic clubs (n=3) or supporting young people with their homework and providing tutoring (n=5). They could also be run alongside formal education, such as experiential learning groups (Lee and Yim, 2004) or learning about gender or race issues through group discussions or cultural programmes (such as the 'Young Empowered Sisters' (YES) Program by Thomas et al, 2008b).…”

Oblikovanje državljanske identitete mladih v šoli

“…Kot učinkovite prakse zmanjševanja predsodkov in diskriminacij se kažejo tudi primerno strukturirani učni programi, ki poudarjajo pozitivne značilnosti posameznih kulturnih skupin, in s tem spodbujajo pozitivno samovrednotenje manjšinskih mladostnikov in sprejemanje s strani drugih vrstnikov. Promoviranje različnih prednosti narodnostnih manjšin v šoli, kot je kulturna identiteta, kolektivistična usmerjenost, ozaveščenost o rasizmu in osvobodilni mladinski aktivizem, se je med mladostnicami afroameriške skupnosti pozitivno povezovalo z višjim vrednotenjem vseh navedenih prednosti njihove narodnostne skupine ( Th omas, Davidson, McAdoo, 2008).…”