Study Overview

The aim of this study is to see if middle-school students have different views on their school's racial climate based on the type of writing instruction they receive.

The students are divided into three groups:

1. those getting culturally relevant project-based writing instruction (the PYP program with added culturally relevant revision unit),

2. those receiving standard project-based writing instruction (the unmodified PYP program), and

3. those experiencing traditional writing instruction (control group not receiving any PYP programming).

The study compares these groups while accounting for their previous English language arts performance.

This study focuses on a critical period for identity development, offering new insights into educational practices that support students' cultural and racial identities. The research fills a gap in the literature on the use of project-based learning in middle schools, particularly in subjects like playwriting, which are less commonly studied. Additionally, it contributes valuable quantitative data to the field of drama-based pedagogy and offers practical guidance for educators in diverse schools on integrating culturally relevant practices into their teaching methods. This study is significant for providing evidence on how educational practices can be adapted to better support diverse student populations.