Culturally Congruent Strategies for Addressing the Behavioral Needs of Urban, African American Male Adolescents.

By N. Day‐Vines, Beth O. Day-Hairston. 2005

132 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8d2b217520d08c672aae105de3c1756d0b87ca77

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Citations in the corpus

Overcoming Adversity: High-Achieving African American Youth's Perspectives on Educational Resilience. (2013, background): “Counselors should be able to present teachers with strengths-based, culturally relevant behavioral and communicative strategies that relay high expectations, affirmations, and support for African American children (Day-Vines & Day-Hairston, 2005).”
Can the Epstein Model of Parental Involvement Work in a High-Minority, High-Poverty Elementary School? A Case Study (2011, background): “American families and their church involvement (Fields-Smith, 2009), which is a primary form of community collaboration among African Americans (Bradley, Johnson, Rawls, & Dodson-Sims, 2005; Day-Vines & Day-Hairston, 2005).”
The Brotherhood: Empowering Adolescent African-American Males toward Excellence (2009, background): “To compound the problem, a large body of research indicates that inner-city young Black males are more susceptible to criminal behavior, substance abuse, poor academic progress, and early sexual behavior (Curry & Spergel, 1992; Gill, 1992; Gray-Ray & Ray, 1990; Mincy, 1994; Ogbu & Wilson, 1990; Wyat”
Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice (2018, background): “For example, teachers may use humor to engage students, defuse problems, or set expectations (Bondy et al., 2007), or they may provide direct commands when asking students to complete a task, as some students respond better to this approach (Day-Vines & Day-Hairston, 2005).”
Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy (2018, unknown): “…and contemporary elaborations, include cultural synchronization (Irvine, 1990; Monroe & Obidah, 2004), cultural congruence (Au & Kawakami, 1994; Day-Vines & Day-Hairston, 2005), “cultural solidarity” (Ladson-Billings, 2001, p. 81), cultural connectedness (Irizarry, 2007), and, most recently,…”
Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study (2018, background): “…toward the student; and (d) facility with code-switching to mitigate the burden associated with frequent adjustment to varying standards of communication and behavior in different contexts (e.g., home, neighborhood, school; Day-Vines & Day-Hairston, 2005; Gay, 2010; Richards, Brown, & Forde, 2007).”
Broaching the Subjects of Race, Ethnicity, and Culture During the Counseling Process (2007, background): “Moreover, counselors may want to determine psychoeducational interventions that help clients manage their strong emotions outside the counseling setting (Day-Vines & Day-Hairston, 2005).”
African American Male Discipline Patterns and School District Responses Resulting Impact on Academic Achievement: Implications for Urban Educators and Policy Makers (2010, unknown): “These problems in and of themselves might be viewed singularly, but their impact is absolutely multifarious (Day-Vines & Day-Hairston, 2005; Hughes & Bonner, 2006).”
Consideration of Culture and Context in School-Wide Positive Behavior Support (2012, background): “Day-Vines and Day-Hairston (2005) defined culture broadly to encompass the “sum total ways of living developed by a group of human beings to satisfy biological and psychological needs” (p.”