Theses and Dissertations

ORCID

0009-0002-0318-3917

Advisor

Bates-Brantley, Kayla

Committee Member

Sidwell, MacKenzie

Committee Member

Herbstrith, Julie

Committee Member

Mattson, Stephanie

Date of Degree

8-12-2026

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Educational Psychology (School Psychology)

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations

Abstract

Black girls often face systemic inequities rooted in discriminatory practices and policies in the educational system contributing to adverse social-emotional outcomes unless mitigated by intentional protective supports. Many schools have adopted social emotional learning (SEL) programs; however, their effectiveness for culturally diverse students are often challenged. The present study examined the impact of Sisters of Nia, a race-conscious and gender-responsive intervention designed to enhance protective factors and social-emotional well-being among six adolescent Black girls. Student outcomes, including academically engaged behaviors and positive peer interactions, were primarily evaluated using a single-subject A/B design. Students’ self-esteem and racial identity were also measured through pretest and posttest measures. Behavioral skills training was an additional component to reduce the research to practice gap through training a qualified school staff member to facilitate the group. Data was collected on the trainee’s implementation fidelity. Results demonstrated increases in academic engagement and peer interactions for the student participants and high implementation fidelity for the trained staff member. Although limitations in quantitative changes for racial identity and self-concept were present, post-intervention scores showed positive trends. Finally, the student participants and trained staff member indicated high social validity for Sisters of Nia. This study highlights the significance of culturally responsive interventions for student outcomes along with training and collaboration to increase sustainability. Recommendations for intervention replication, defining student behaviors, and measuring the effectiveness of training are discussed.

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