CRESPAR Report #43: The Role of Cultural Factors in School Relevant Cognitive Functioning: Description of Home Environment Factors, Cultural Orientations, and Learning Preferences

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Date
2000-04
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Abstract
This report examines certain home cultural factors, cultural orientations, and learning preferences of African American school children from low-income backgrounds in order to document the relationship of prior cultural socialization experiences to enhanced cognitive, performance, and motivational outcomes.
Description
The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.
Keywords
CRESPAR, Center for Research on the Education of Students Placed at Risk, Cultural Factors, Cognitive Functioning
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