Diversity In Teaching – Clubs Research

References

Here are some references related to participation in clubs at school. Please consider adding references using the comments box below.

Bennett, M. (1998). Intercultural communication: A current perspective. In M. J. Bennett (Ed.), Basic concepts of intercultural communication (pp. 1-34). Yarmouth, MN: Intercultural Press.

Bohnert, A., Fredricks, J. and Randall. E. (2010) Capturing unique dimensions of youth organized activity involvement- Theoretical and methodological considerations Review of Educational. 80(4), 576-610.

Byram, M. (2006). Developing a concept of intercultural citizenship. In G. Alfred, M. Byram & M. Fleming (Eds.), Education for intercultural citizenship: Concepts and comparisons (pp. 109-129). Clevedon, UK: Multilingual Matters Ltd.

Byram, M., Esarte-Sarries, V., Taylor, S., & Allatt, P. (1991). Young people’s perception of other cultures. In D. Buttjes & M. Byram (Eds.), Mediating languages and cultures: Toward an intercultural theory of foreign language education (pp. 103-119). Clevedon, Avon: Multilingual Matters.

Byram, M., & Morgan, C. (1994). Teaching-and-learning language-and-culture. Avon, UK: Multilingual Matters Ltd.

Byram, M., & Risager, K. (1999). Language teachers, politics and cultures. Clevedon, England: Multilingual Matters.

Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based extracurricular activities and adolescent adjustment. Journal of Leisure Research, 37, 51-76.

Fantini, A. E. (1999). Comparisons: Towards the development of intercultural competence.Chicago, IL: NTC.

Feldman, A. and Matjasko, J. (2005). The role of school-based extracurricular activities in adolescent development: a comprehensive review and future directions. Journal of Adolescence.30, 313-322.

Feldman, A. and Matjasko, J. (2007). Profiles and portfolios of adolescent school-based school-based extracurricular activity participation Review of Educational Research. 75(2) 159-210.

Bridget Fitzgerald Gersten (1998). Culture clubs. TESOL Journal. 7(5).

Kort-Butler, L. and Hagewen, K. (2012). School-based extracurricular activity involvement and adolescent self-esteem: A growth-curve analysis. Journal of Youth and Adolescence, 40(5) 568-581.

Knifsend, C. and Graham, S. (2012) Too much of a good thing? How breadth of extracurricular participation relates to school-related affect and academic outcomes during adolescence. Journal of Youth and Adolescence, 41(3), 379-389.

McNeil, R. (1998). High school extracurricular activities: Closed structures and stratifying patterns of participation. The Journal of Educational Research. 91(3), 183-191

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.

Taylor, L. K. (2004). Creating a Community of Difference: Understanding Gender and Race in a high school ESL Anti-discrimination Camp. In B. Norton & A. Pavlenko (Eds.), Gender and TESOL (pp. 95-110). TESOL Publications.

Share Your Experiences!

We would love to hear about your experiences as a member of a cultural, religious or social justice club!

Using the comments box below, consider some of the following questions as a starting point:

1) Why did you decide to join a cultural, religious or social justice club? What kind of activities were you involved in?

2) What would you change in your club if you were given the opportunity?

3) Has being involved in your club allowed you to meet peers similar to you? Did it help expand your network of friends?

4) Have you met peers from a different cultural or religious background as a result of your club activities?

5) Are there any immigrant students or English language learners in your club? Did your involvement in club activities allow you to get to know them? What did you learn as a result of your interaction with immigrant students or ELLs?

6) What did you learn about yourself as a result of your involvement in a cultural, religious or social justice club?

7) What did you learn about the world beyond as a result of your involvement in a cultural, religious or social justice club?

8) Have you encountered any discrimination from your peers or teachers as a result of your involvement in a cultural, religious or social justice club? If so, what happened and how did the club members, your club teacher advisor, and the school administration deal with the situation?

9) What do you think of the other cultural, religious clubs or social justice clubs at your school? Is it important for the school to have cultural, religious and social justice clubs?

If you prefer, you could also respond to an online anonymous survey. Share your experiences in this survey.

Teachers, we welcome your responses to our teacher survey on cultural, religious and social justice clubs as well. Share your thoughts in our teacher survey.