Award Date

8-1-2022

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Early Childhood, Multilingual, and Special Education

First Committee Member

Monica Brown

Second Committee Member

Wendy Rodgers

Third Committee Member

Sharolyn Pollard-Durodola

Fourth Committee Member

Iesha Jackson

Number of Pages

251

Abstract

Identity formation sets the foundation for who we will be when we become adults. It is a lifelong process, beginning the moment a child enters the world; and the world has a huge impact on how a child sees him/herself in it. This is especially true for Black children with and without disabilities, as they are typically regarded by society as deficient and broken. The purpose of this study was two-fold. First, the study explored the impact of shared-book-reading of diverse topics (i.e., history, culture, and diverse figures) on the racial identity formation of young Black children. Secondly, it examined the impact of shared-book-reading on the dis/ability identity formation of young Black children with dis/abilities. This study used a quasi-experimental (i.e., nonequivalent groups), pre-and-posttest design with young Black students (N = 16) to determine the impact of the shared book-reading intervention. The study occurred in three phases across 7 weeks, including: pretest, intervention, and posttest. The results of the study indicated that (a) young Black children with and without dis/abilities have positive attitudes towards Black boys and girls pre- and post-intervention (b) young Black children had minimal understanding of concepts related to dis/ability at pre-intervention, (c) there were no statistically significant differences between treatment and control groups from pre- to post-intervention, and (d) this culturally centered shared-book-reading intervention was not a predictor for racial or dis/ability identity formation.

Keywords

Black children; BlackCrit; dis/ability identity; early childhood; Racial identity; shared-reading

Disciplines

Education | Pre-Elementary, Early Childhood, Kindergarten Teacher Education | Special Education and Teaching

File Format

pdf

File Size

6800 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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Available for download on Sunday, August 15, 2027


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