Lindsey Nenadal
Biographic Data
| ID | 4123382 |
|---|---|
| NAME | Lindsey Nenadal |
| GIVEN NAMES | Lindsey |
| FAMILY NAME | Nenadal |
| SIGNATURE | NENADAL L |
| AFFILIATIONS | University of California, Los Angeles |
| ORCID | 0000-0001-8184-0172 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Fostering anti-racism in white children and youth: Development within contexts
This article presents a developmental model of anti-racism among White children and youth. Informed by a structural-psychological framework (Syed & McLean, 2021), the model proposes that anti-racist development is inseparable from the structures and systems that uphold racial inequality in the United States. In articulating the processes by which children and early adolescents move toward becoming anti-racist, the model emphasizes foundational ab…
Teacher reflections on using inquiry-based instruction to engage young children in conversations about wealth and poverty
Promoting Elementary School-Age Children’s Understanding of Wealth, Poverty, and Civic Engagement
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Children's Reasoning about Poverty, Economic Mobility, and Helping Behavior: Results of a Curriculum Intervention in the Early School Years
This study evaluated the efficacy of an inquiry‐based poverty curriculum unit on students’ beliefs about causes of poverty, economic mobility, and helping behaviors. Participants were 89 kindergarten, first‐ and second‐grade students (mean age = 6.81 years, SD = .93) across two intervention and two control classrooms. Students in intervention classrooms participated in a 5‐ to 7‐week curriculum unit focused on poverty. Preintervention results sho…
Fostering anti-racism in white children and youth: Development within contexts
This article presents a developmental model of anti-racism among White children and youth. Informed by a structural-psychological framework (Syed & McLean, 2021), the model proposes that anti-racist development is inseparable from the structures and systems that uphold racial inequality in the United States. In articulating the processes by which children and early adolescents move toward becoming anti-racist, the model emphasizes foundational ab…
Teacher reflections on using inquiry-based instruction to engage young children in conversations about wealth and poverty
Children's Reasoning about Poverty, Economic Mobility, and Helping Behavior: Results of a Curriculum Intervention in the Early School Years
This study evaluated the efficacy of an inquiry‐based poverty curriculum unit on students’ beliefs about causes of poverty, economic mobility, and helping behaviors. Participants were 89 kindergarten, first‐ and second‐grade students (mean age = 6.81 years, SD = .93) across two intervention and two control classrooms. Students in intervention classrooms participated in a 5‐ to 7‐week curriculum unit focused on poverty. Preintervention results sho…
Promoting Elementary School-Age Children’s Understanding of Wealth, Poverty, and Civic Engagement
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Children's Reasoning about Poverty, Economic Mobility, and Helping Behavior: Results of a Curriculum Intervention in the Early School Years
This study evaluated the efficacy of an inquiry‐based poverty curriculum unit on students’ beliefs about causes of poverty, economic mobility, and helping behaviors. Participants were 89 kindergarten, first‐ and second‐grade students (mean age = 6.81 years, SD = .93) across two intervention and two control classrooms. Students in intervention classrooms participated in a 5‐ to 7‐week curriculum unit focused on poverty. Preintervention results sho…
Teacher reflections on using inquiry-based instruction to engage young children in conversations about wealth and poverty
Promoting Elementary School-Age Children’s Understanding of Wealth, Poverty, and Civic Engagement
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Fostering anti-racism in white children and youth: Development within contexts
This article presents a developmental model of anti-racism among White children and youth. Informed by a structural-psychological framework (Syed & McLean, 2021), the model proposes that anti-racist development is inseparable from the structures and systems that uphold racial inequality in the United States. In articulating the processes by which children and early adolescents move toward becoming anti-racist, the model emphasizes foundational ab…
Developmental psychology (4 works) · Psychology (4 works) · Economic growth (3 works) · Economics (3 works) · Poverty (3 works) · Early Childhood Education and Development (2 works) · Educator Training and Historical Pedagogy (2 works) · Pedagogy (2 works) · Political science (2 works) · Social Psychology (2 works)