The Difficulty Representing a Multicultural Society: Arguments for Cognitive Underpinnings (Poster 51)

• In Event: AERA Poster Session Eleven
  In Poster Session: Cognitive and Motivational Processes: Poster Session Four

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.

Author

• Laronnda V. Thompson, University of Pennsylvania
  Presenting Author