Cuentos de la Vida: Exploring Cultural Heritage through Storytelling

Cuentos de la Vida：通过讲故事探索文化遗产

• 批准号: 8001638
• 负责人: MELISSA E. DEROSIER
• 金额: $ 32.67万
• 依托单位: 3-C INSTITUTE FOR SOCIAL DEVELOPMENT
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-30 至 2013-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8001638
• 关键词: Absenteeism; Accounting; Acculturation; Address; Advocate; Aftercare; Age; Aggressive behavior; American; Area; Attitude; Awareness; Behavior; Behavioral; Censuses; Child; Climate; Communities; Control Groups; Cuba; Cultural Diversity; Development; Discrimination; Drops; Educational Curriculum; Educational Intervention; Educational process of instructing; Educational workshop; Emotional; Environment; Environmental Risk Factor; Evaluation; Evidence based intervention; Experimental Designs; Feedback; Financial cost; Fostering; Goals; Guidelines; Hand; Happiness; Health; Hispanics; Home environment; Income; Individual; Instruction; Insurance; Intervention; Intervention Studies; Latino; Letters; Libraries; Life; Link; Loneliness; Marketing; Mental Depression; Methods; Mexican Americans; Minority; Modeling; Modification; Online Systems; Outcome; Outcome Measure; Parents; Peer Review; Perception; Performance; Persons; Phase; Population; Population Growth; Prevention Research; Printing; Professional counselor; Public Assistance; Publications; Puerto Rican; Puerto Rico; Questionnaires; Randomized; Recommendation; Reporting; Research; Research Design; Research Project Grants; Resources; Risk; Risk-Taking; Sales; School Enrollments; Schools; Scientific Evaluation; Self Concept; Series; Small Business Innovation Research Grant; Social Environment; Societies; Staff Development; Stereotyping; Stress; Student Dropouts; Students; Subgroup; Suggestion; Terminology; Testing; Training; Unemployment; United States; Update; Videotape; Waiting Lists; Withdrawal; Writing; Youth; base; behavioral health; commercial application; commercialization; depressive symptoms; design; efficacy testing; elementary school; evidence base; externalizing behavior; health disparity; high school; innovation; meetings; member; peer; product development; programs; prototype; public health relevance; research and development; satisfaction; self esteem; social; teacher; technological innovation; trend; usability

DESCRIPTION (provided by applicant): The U.S. Census Bureau estimates the Latino population totals over 46 million people, with projections indicating Latino individuals will account for nearly 1 in 3 U.S. residents by the year 2050 (USCB, 2008). Currently, nearly 40 percent of the Latino population is under the age of 20 (Ramirez and de la Cruz, 2003). Concomitant with this population growth is a pressing need to address significant social-emotional, behavioral, and academic disparities between Latino children and non-Latino white children (Farkas, 2003; USDHHS, 2001; Wright and Troop, 2005). Perceptions of a closed school community have been found to create or exacerbate problems with academic performance, educational aspirations, and behavioral-emotional functioning for Latino youth (Romero and Roberts, 2003; Szalacha et al., 2003; Vega et al., 1995). Intervention and prevention research suggests social acceptance of Latino students and integration into the school community are key environmental factors that promote positive functioning (Ibaqez et al., 2004; Suarez-Orozco and Suarez-Orozco, 1995; Valencia, 2002). The goal of this Phase II SBIR project is to continue the research and development of a school-based cultural heritage curriculum for upper elementary school students, Cultural Heritage Stories for Kids: Latino Series (hereafter CHSK:LS), to create the full product, including a story library of traditional and acculturation stories from different Latino cultures (e.g., Mexican American, Puerto Rican, Cuban), presented by professional Latino storytellers in both English and Spanish. CHSK:LS will provide school professionals with an innovative effective universal classroom intervention specifically designed to celebrate Latino cultural heritage, promote understanding of cultural diversity in the classroom, and engender a more integrated, accepting classroom environment. During Phase I, the CHSK:LS prototype materials were evaluated very positively by school professionals as well as parents and children. However, specific suggestions for Phase II development were noted. The first aim of Phase II will be to revise and extend based on the feedback attained during Phase I, Phase II stakeholder input, and expert advice of Advisory Board members. Once the CHSK:LS product is completed, the second aim of Phase II will be to conduct a rigorous test of the product efficacy via a randomized treatment-control experimental design assessing change as a function of participation in CHSK-LS for two sets of outcomes: (a) individual student-level social, behavioral, emotional, and academic functioning at school and (b) overall classroom climate. The third aim will be to the finalize all product materials based on Phase II findings and evaluations from product testing, package all components for commercialization, and ready the product for broad-scale dissemination through our commercialization partner. The proposed Phase II SBIR project will result in a highly innovative intervention package with substantial competitive advantages, providing schools with a much needed evidence-based intervention package to promote multicultural awareness and integration, and address behavioral health disparities for Latino students. PUBLIC HEALTH RELEVANCE: The U.S. Census Bureau estimates the Latino population totals over 46 million people, with projections indicating Latino individuals will account for nearly 1 in 3 U.S. residents by the year 2050 (USCB, 2008). Currently, nearly 40 percent of the Latino population is under the age of 20 (Ramirez and de la Cruz, 2003). From 1993 to 2003, the number of minority school enrollments increased from 34 to 41 percent, with Latino students accounting for the majority of that increase (6 percentage points; NCES, KewalRamani et al., 2007). Compared to non-Latino white children, Latino children are at profoundly greater risk for a wide variety of academic problems (Farkas, 2003; USDHHS, 2001; Wright and Troop, 2005), including lower school engagement, grades, and test scores (NCES, KewalRamani et al., 2007; NCES Status and Trends in Edu of Hisp, 2003). In addition, perceived discrimination and insecurity about ethnic identity has been linked to externalizing behavior problems, increased depressive symptoms, and diminished self-esteem (Umaqa-Taylor and Updegraff, 2007, Vega et al., 1995). Culturally specific factors, such as a cultural mismatch between the home and school community, low school integration, and negative stereotyping, have been shown to contribute to decreased school performance (Kroth, 2009; USDEd, 2000; Viadero, 2000). Further, an increasingly frustrating school environment for Latino students can foster high levels of absenteeism and school dropout rates. Nearly 50 percent of Latino students do not graduate from high school (Orfield et al., 2004). Dropping out of school, in turn, has serious consequences for Latino youth, placing them at risk for unemployment, reduced income, diminished health outcomes, use of public assistance, and increased likelihood for delinquent, criminal, and risk-taking behaviors (see Sweeten et al., 2009). Furthermore, the financial costs to society of school dropout are great. Approximately 600,000 youth drop out of high school each year in the Unites States (Muennig, 2000). It has been estimated that if those students had completed their high school diplomas instead, states could save more than $2.3 billion in public insurance utilization and student gains in lifetime earnings could be as much as $72 billion dollars (Muennig, 2000).

描述（由申请人提供）：美国人口普查局估计拉丁裔人口总数超过 4600 万人，并预测到 2050 年，拉丁裔人口将占美国居民的近三分之一（USCB，2008）。 目前，近 40% 的拉丁裔人口年龄在 20 岁以下（Ramirez 和 de la Cruz，2003）。 与人口增长相伴的是，迫切需要解决拉丁裔儿童和非拉丁裔白人儿童之间显着的社会情感、行为和学业差异（Farkas，2003；USDHHS，2001；Wright 和 Troop，2005）。人们发现，对封闭学校社区的看法会造成或加剧拉丁裔青少年的学业成绩、教育抱负和行为情感功能方面的问题（Romero 和 Roberts，2003 年；Szalacha 等人，2003 年；Vega 等人，1995 年） 。干预和预防研究表明，拉丁裔学生的社会接受度和融入学校社区是促进积极功能的关键环境因素（Ibaqez 等人，2004 年；Suarez-Orozco 和 Suarez-Orozco，1995 年；巴伦西亚，2002 年）。第二阶段SBIR项目的目标是继续研究和开发针对高小学生的校本文化遗产课程，即《儿童文化遗产故事：拉丁裔系列》（以下简称CHSK：LS），以创建完整的产品，包括来自不同拉丁美洲文化（例如墨西哥裔美国人、波多黎各人、古巴人）的传统和文化故事的故事库，由专业的拉丁裔讲故事者用英语和西班牙语讲述。 CHSK:LS 将为学校专业人员提供创新、有效的通用课堂干预措施，专门设计用于庆祝拉丁裔文化遗产、促进对课堂文化多样性的理解，并营造一个更加一体化、更包容的课堂环境。在第一阶段，CHSK:LS 原型材料受到了学校专业人士以及家长和孩子们的非常积极的评价。不过，也注意到了有关二期开发的具体建议。第二阶段的首要目标是根据第一阶段获得的反馈、第二阶段利益相关者的意见以及咨询委员会成员的专家建议进行修改和扩展。一旦 CHSK:LS 产品完成，第二阶段的第二个目标将是通过随机治疗对照实验设计对产品功效进行严格测试，评估两组结果的参与 CHSK-LS 的变化：(a) 个别学生在学校的社交、行为、情感和学术功能以及 (b) 整体课堂气氛。第三个目标是根据产品测试的第二阶段结果和评估最终确定所有产品材料，包装所有组件以进行商业化，并为产品通过我们的商业化合作伙伴进行广泛传播做好准备。拟议的第二阶段 SBIR 项目将产生具有显着竞争优势的高度创新的干预方案，为学校提供急需的循证干预方案，以促进多元文化意识和融合，并解决拉丁裔学生的行为健康差异。 公共卫生相关性：美国人口普查局估计拉丁裔人口总数超过 4600 万，并预测到 2050 年拉丁裔将占美国居民的近三分之一（USCB，2008）。 目前，近 40% 的拉丁裔人口年龄在 20 岁以下（Ramirez 和 de la Cruz，2003）。从 1993 年到 2003 年，少数族裔学校入学人数从 34% 增加到 41%，其中拉丁裔学生占增长的大部分（6 个百分点；NCES，KewalRamani 等，2007 年）。与非拉丁裔白人儿童相比，拉丁裔儿童面临各种学业问题的风险要大得多（Farkas，2003 年；USDHHS，2001 年；Wright 和 Troop，2005 年），包括较低的学校参与度、成绩和考试成绩（NCES ，KewalRamani 等人，2007 年；Hisp 教育的 NCES 现状和趋势，2003 年）。此外，对种族身份的歧视和不安全感与外化行为问题、抑郁症状增加和自尊心下降有关（Umaqa-Taylor 和 Updegraff，2007；Vega 等，1995）。文化上的特定因素，例如家庭和学校社区之间的文化不匹配、学校融合度低和负面刻板印象，已被证明会导致学校成绩下降（Kroth，2009；USDEd，2000；Viadero，2000）。此外，拉丁裔学生日益令人沮丧的学校环境可能会导致高缺勤率和辍学率。近 50% 的拉丁裔学生没有从高中毕业（Orfield 等，2004）。反过来，辍学对拉丁裔青年造成严重后果，使他们面临失业、收入减少、健康状况恶化、使用公共援助以及违法、犯罪和冒险行为的可能性增加的风险（参见 Sweeten等人，2009）。此外，辍学给社会带来的经济成本是巨大的。 在美国，每年大约有 600,000 名青少年从高中辍学（Muennig，2000 年）。据估计，如果这些学生完成了高中文凭，各州可以节省超过 23 亿美元的公共保险费用，学生的终生收入收益可能高达 720 亿美元（Muennig，2000 年）。