In their poster, “Promoting Competence and Opportunities for Ethnic Minorities Through External Assets,” Tran and Jennings examined research that suggests ethnic minority students are at a disadvantage for positive academic and social emotional outcomes due to limited schoolbased supports. Using state-wide data from California Healthy Kids Survey (CHKS), Tran and Jennings identified that improvements in external assets are necessary given the potential for negative outcomes. They presented best practice, strength-based strategies, and approaches to enhancing universally school-based supports to promote learning and social outcomes for disadvantaged students.

1. Promoting Competence and Opportunities for Ethnic Minorities through External Assets
Oanh K. Tran, Ph.D. & Greg Jennings, Ph.D.
California State University East Bay, Clinical Child / School Psychology Program
National Association of School Psychologists Conference
March 2-6, 2010 - Chicago, Illinois
1. ABSTRACT 2. BACKGROUND AND RATIONALE FOR STUDY 3. CALIFORNIA HEALTHY KIDS SURVEY
Research suggests that ethnic minority students are at a disadvantage for The California Healthy Kids Survey (CHKS) is a comprehensive self-report
Recent research suggests significant differences between ethnic minority
positive academic and social emotional outcomes due to limited school- data collection system on health risk, resilience, and behaviors for schools,
students and white students on external assets (Jennings & Tran, 2009).
based supports (e.g., caring relationships, meaningful participation, high districts, and communities. The data enables districts to comply with Title
Anglo students reported higher levels of caring relationships, high
expectations, school connectedness). Findings from studies using the IV Safe and Drug-Free Schools and Communities (SDFSC) funding. A
expectations, meaningful participation, and school connectedness. Much
California Healthy Kids Survey (CHKS) state-wide data are discussed. data-driven decision making process of CHKS data is utilized to guide
research concludes that students today are faced with many life and school
Given the potential for negative outcomes, improvements in external health, prevention, and youth development programs. The CHKS gathers
adversities, while with limited skills and support. Students of color are at
assets are necessary. Best practice, strength-based strategies and data on behaviors such as physical activity and nutritional habits; alcohol,
greater risk for negative outcomes. Thus, current school-based interventions
approaches to enhancing universally school-based supports to promote tobacco, and other drug use; school safety; and environmental and
should promote external assets at the universal level for all students, in
learning and social outcomes for disadvantaged students are presented. individual strengths and assets. Sample questions on the CHKS include: “I
particular providing culturally sensitive social-emotional interventions for
ethnic minority students. trust an adult outside of home and school.” “At my school, there is a
teacher or adult who wants me to do my best?”
4. EXTERNAL ASSETS at PERCENTAGE
OF “HIGH” LEVELS by ETHNIC GROUPS 5. KEY CHARACTERISTICS FOR SUCCESSFUL INTERVENTION
(Jennings & Tran, 2009) PROGRAMS 6. APPLICATION IN SCHOOLS: STEPS IN DATA-BASED
SOCIAL-EMOTIONAL INTERVENTION
47.7
P e r c e n ta g e o f " H ig h " L e v e ls
1. Comprehensive Multiple interventions, multiple settings where
44.4 45 44 44.9 44 behaviors are impacted; Development of parenting I. Ecological Planning
42.2 practices, social competence, classroom management * Select Intervention Team
38.4 38.6 37 and instruction * Identify schools environmental strengths and weaknesses
36.7 35.7
33.2 33.5 * Identify students’ asset strengths and weaknesses (e.g., CHKS)
31.7 32.6 2. Varied Teaching Interactive instruction to provide skills-based, hands
28.7 30.1 30.2 Methods on experiences to increase students’ skills; facilitating
* Conduct focused discussions of data
26.9 27.3 the development of cognitive, language, and social * Prioritize areas of support needed by groups (race, language, SES)
skills
18.7 II. Intervention Selection
17.6 17.1 17.5 16.7 3. Sufficient Dosage Sufficient amount of the intervention based on the * Review CASEL to match: target needs, school population, school
15.3 intensity and need, also includes follow-up or booster
12.2 sessions to support durability of impact
resources
* Review relevant programs (Apply the “Characteristics” of successful
4. Theory Driven Empirically tested for the targeted population and programs)
produces desired change * Present selected programs for stakeholders’ discussion
5. Positive Positive relationships between children and
Relationships significant others (peers, teachers, communication
III. Implementation and Training
1 2 3 4 5 6 7 members); improving parent-child relationships and * Schedule Intervention Team meetings to review goals, curriculum,
parenting skills logistics, and resource/training needs
External Assets by Ethnic Groups * Foster system-level communication (teacher, parent, student, community
6. Appropriately Implemented timely for maximal impact, not too late discussion)
Timed when problems have already occurred or not too early
Caring Relationships High Expectations before onset or risk; Early intervention for * Train teachers and program supporters
Meaningful Participation School Connectedness preventative efforts; Developmental appropriateness * Initiate program with pre-data-collection and coordinated introduction to
students
7. Socioculturally Culturally sensitive programs that go beyond
(1) Anglo American; (2) African American; (3) Latino/Hispanic Relevant language translation, but are also sensitive to cultural
IV. Evaluation and Follow up
American; (4) Asian American; (5) Native Hawaiian/Pacific Islander; factors that address development
* Plan intervals for process review, student responsiveness, and
(6) Native Alaskan/American Indian; (7) Other Ethnic
8. Outcomes Examining program effectiveness for continued use teacher/facilitator treatment integrity
Evaluation * Align program target goals, student outcome measures, and program
Results indicated statistically significant larger percentages of
performance
Anglo American students’ high-level rating of each external asset: 9. Well-trained Adequate training, support, and supervision in order
* Conduct formal evaluation
CR, HE, MP, and SC, when compared with all other ethnicities. Staff to provide sensitive and effective interventions;
development of competency skills * Follow-up with program intervention “boosters” for student and follow-
One exception was MP among Native Hawaiian/Pacific Islanders.
up data collection after a determined time period
(Adapted from Nation et al., 2003)