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dc.contributor.advisorNg, Jennifer
dc.contributor.authorLarsen, Jessica
dc.date.accessioned2016-06-18T16:27:07Z
dc.date.available2016-06-18T16:27:07Z
dc.date.issued2015-12-31
dc.date.submitted2015
dc.identifier.otherhttp://dissertations.umi.com/ku:14400
dc.identifier.urihttp://hdl.handle.net/1808/20999
dc.description.abstractThis study investigated adult and student experiences with Can We Talk. Can We Talk is a voluntary, before-school program that focuses on mentoring students academically, while also facilitating conversations about race. This study conducted semi-structured interviews with program founders, current sponsors, and student participants from two high schools in the Midwest. Results indicate students find positive experiences with the program, including an increase in academic performance, awareness of current events and multiple perspectives, and a desire to improve academically and socially/emotionally. Student responses are further analyzed according to specific questions, and comparisons between sexes, races, and grade levels are also included.
dc.format.extent105 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsCopyright held by the author.
dc.subjectEducation
dc.subjectadolescent
dc.subjectgroup mentoring
dc.subjectidentity
dc.subjectmulticultural education
dc.subjectrace
dc.titleA Qualitative Analysis of Can We Talk
dc.typeDissertation
dc.contributor.cmtememberDeLuca, Thomas
dc.contributor.cmtememberHines-Datiri, Dorothy
dc.contributor.cmtememberPerbeck, Deborah
dc.contributor.cmtememberTwombly, Susan
dc.thesis.degreeDisciplineEducational Leadership and Policy Studies
dc.thesis.degreeLevelEd.D.
dc.identifier.orcid
dc.rights.accessrightsopenAccess


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