Exploring the Relationship among Cultural Discontinuity, Psychological Distress, and Academic Outcomes with Low-Income, Culturally Diverse Students:

By Blaire Cholewa, Cirecie A. West-Olatunji. 2008

87 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/6cec5899e741285c4aa07f7d95a00150c8661756

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. G. Crisp
2. Amanda Taggart
3. Amaury Nora
4. Elise T. Pas
5. K. Larson
6. N. Day‐Vines
7. M. Rosenberg
8. Catherine P. Bradshaw

In Social Psychology

1. G. Crisp
2. Elise T. Pas
3. M. Rosenberg
4. K. Larson
5. Amanda Taggart
6. Amaury Nora
7. Catherine P. Bradshaw
8. S. Gershenfeld

In Sociology and Political Science

1. Elise T. Pas
2. Amanda Taggart
3. Amaury Nora
4. G. Crisp
5. Catherine P. Bradshaw

Citations in the corpus

• Undergraduate Latina/o Students (2015, background): “At the same time, cultural discontinuity may contribute to poor academic and psychological outcomes in schools (e.g., Cholewa & West-Olatunji, 2008).”
• Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice (2018, background): “Thus, it is hypothesized that educators must understand the association between a student’s culture and behavior (Cholewa & West-Olatunji, 2008; Hosp & Hosp, 2001; Skiba, Poloni-Staudinger, Gallini, Simmons, & Feggins-Azziz, 2006) and incorporate the student’s culture into their teaching (Gay,…”