INVESTIGATING THE RELATIONSHIP BETWEEN RACE, ATTITUDE TOWARD POVERTY, COLOR-BLIND ATTITUDES, AND MULTICULTURAL EDUCATION IN RELATION TO SOCIAL JUSTICE ADVOCACY

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Elmadani, A. (2020). INVESTIGATING THE RELATIONSHIP BETWEEN RACE, ATTITUDE TOWARD POVERTY, COLOR-BLIND ATTITUDES, AND MULTICULTURAL EDUCATION IN RELATION TO SOCIAL JUSTICE ADVOCACY. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The number of diverse children in the United States will increase to more than double over the next several years (U.S. Census, 2018). These changes in demographics and the increased number of minority children with low socioeconomic statues have contributed to raise concerns about children's well-being. Approximately 27% of children present with mental health issues (CDC; 2018). To respond to child mental health needs, play therapy within the counseling field is recommended. Since play therapists are trained to work closely with children, know and understand their needs, play therapists are expected to develop social justice advocacy on behalf of the children (Kolos, 2009). To support children and help therapists provide effective services and advocate on behalf of children, it is essential to continue investigating factors that may influence their social justice advocacy. Therefore, the purpose of this study was to investigate how race, attitudes toward poverty, color-blind attitudes, and multicultural education were related to social justice advocacy among play therapists. Standard multiple regression was conducted to analyze the data that was collected from 196 participants. The results indicated that color-blind attitudes and multicultural activities/workshops contributed significantly to the prediction of social justice advocacy. These variables accounted for 12 % of the variance. Implications, limitations, and recommendations for future research are discussed.

Details
Author

Elmadani, Abdelaziz

Title

INVESTIGATING THE RELATIONSHIP BETWEEN RACE, ATTITUDE TOWARD POVERTY, COLOR-BLIND ATTITUDES, AND MULTICULTURAL EDUCATION IN RELATION TO SOCIAL JUSTICE ADVOCACY

Physical Description

1 online resource (113 pages) : PDF

Date

2020

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The number of diverse children in the United States will increase to more than double over the next several years (U.S. Census, 2018). These changes in demographics and the increased number of minority children with low socioeconomic statues have contributed to raise concerns about children's well-being. Approximately 27% of children present with mental health issues (CDC; 2018). To respond to child mental health needs, play therapy within the counseling field is recommended. Since play therapists are trained to work closely with children, know and understand their needs, play therapists are expected to develop social justice advocacy on behalf of the children (Kolos, 2009). To support children and help therapists provide effective services and advocate on behalf of children, it is essential to continue investigating factors that may influence their social justice advocacy. Therefore, the purpose of this study was to investigate how race, attitudes toward poverty, color-blind attitudes, and multicultural education were related to social justice advocacy among play therapists. Standard multiple regression was conducted to analyze the data that was collected from 196 participants. The results indicated that color-blind attitudes and multicultural activities/workshops contributed significantly to the prediction of social justice advocacy. These variables accounted for 12 % of the variance. Implications, limitations, and recommendations for future research are discussed.

Genre

doctoral dissertations

Subjects--Topics

Continuing education

Degree

Ph.D.

Keywords

Advocacy
Children
Multicultural
Play Therapy
Social Justice

Subject Area

Counseling

Advisor(s)

Phyllis, Post

Committee Members

Parikh Foxx, Sejal
Harris, Hank
Wierzalis, Edward
Flowers, Claudia

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2020.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Elmadani_uncc_0694D_12554

Permalink

http://hdl.handle.net/20.500.13093/etd:2339