| Owner: |
Laronnda V. Thompson
|
| Owner Email: |
tla@upenn.edu
|
| Paper Title: |
The Difficulty Representing a Multicultural Society: Arguments for Cognitive Underpinnings (Poster 51)
|
| Session Title: |
Cognitive and Motivational Processes: Poster Session Four
|
| Paper Type: |
Poster Presentation
|
| Presentation Date: |
4/15/2023
|
| Presentation Location: |
Chicago, IL
|
| Descriptors: |
Cognitive Processes/Development, Curriculum, Multicultural Education
|
| Methodology: |
Conceptual/Theoretical
|
| Author(s): |
Laronnda V Thompson, University of Pennsylvania
|
| Unit: |
Division C - Learning and Instruction
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| Abstract: |
In asserting the significance of an ongoing Developmental Reading/Literacy Intervention (DRLI) dissertation the brief but poignant claim is made that when cultural representation matters in literacy building or sustaining materials it forms a developmental asset for racially White and dominate-culture children. When representation does not matter it nurtures, and potentially approves, bias in this same demographic. It is considered that volatile reactions to discussions on Race, U.S. history/legacy to equity-based requested orientations to systemic concerns (e.g., DEI) throughout industries, are rooted in generations of inattentive cultural representations in schools. Hence, underdeveloped Cognitive Flexibility (CF)/Executive Functioning (EF) or weak Socioemotional Control has formed; engagements in any of these discussions requires a suspension-of-belief and perspective-taking capability, ideally nurtured throughout public schooling.
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| DOI: |
https://doi.org/10.3102/2017308
|