School Art Murals Reflecting the Immigrant Experience: A Mixed-methods Social-ecological Approach to Assess Perceptions of Staff and Students
A Fast Track Open Access article published in the Health Behavior and Policy Review Journal.
Authors:
Ross Shegog
Michelle Zhao
Jamila Raja
Evan Shegog
Elizabeth Leass
Aisha Siddiqui
Objective:
The objective of this study was to explore the perceived social-ecological impacts of school-based art mural installations that represented the immigrant and refugee experience in a major urban center in southeast Texas.
Methods:
We adapted surveys (ixia and National School Climate Center) to assess 4 theory-based individual- and community-level constructs with school personnel (N = 9) and students (N = 23) in 3 ethnically diverse inner-city schools in Houston, Texas. Focus groups and interviews captured their perceptions and experiences with the art murals in their own voice.
Results:
Most participants (> 90%) agreed that the art murals were socially valuable to the school community, neighborhood, and interpersonal relationships, in addition to providing increased economic value (p < .01). Participants responded that there were better relationships between the school communities and their neighborhoods and increased school pride. Student reflections and behaviors were commensurate with the murals’ inspirational messages.
Conclusions:
Findings contribute to understanding the benefits of public art in predominantly minority school settings that reflect the immigrant and refugee experience and aspirations for improving health within a community.
Source: Health Behavior and Policy Review
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://doi.org/10.14485/HBPR.10.2.1
