Black Fifth Graders Make Dioramas Of Traditional African Cultures To Explore Racial Identity, Cultural Universals, And Spatial Thinking
Black females, Black males, culturally relevant pedagogy, culture, elementary school, identity, programs, race, scale construction, social, social studies, subjects, urban
This rich, arts- and spatial-thinking-integrated project examined the effects of making three-dimensional dioramas of traditional African cultures on Black fifth graders at an urban school on students’ racial identities, knowledge of cultural universals, and spatial thinking skills. Pretest and posttest attitudes measured with the Multidimensional Inventory of Black Identity–Teen evidenced an increase in sense of belonging to other Black people. Students learned social studies content and recognized many cultural universals, allowing them to feel connected to the African groups. Student essays showed admiration for African cultures, connections through similar foods, and links through appreciation of animals.
Department of Curriculum and Instruction
Original Publication Date
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
Gray, Phyllis; Rule, Audrey C.; and Gordon, Mindy, "Black Fifth Graders Make Dioramas Of Traditional African Cultures To Explore Racial Identity, Cultural Universals, And Spatial Thinking" (2019). Faculty Publications. 536.