Centering Race to Move towards an Intersectional Ecological Framework for Defining School Safety for Black Students

Autor/in	Edwards, Elianny C.
Titel	Centering Race to Move towards an Intersectional Ecological Framework for Defining School Safety for Black Students
Quelle	In: School Psychology Review, 50 (2021) 2-3, S.254-273 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1930580
Schlagwörter	School Safety; African American Students; Racial Bias; Middle School Students; High School Students; Adolescents; Educational Environment; Mental Health; Student Diversity; Racial Attitudes; Trauma; Cultural Awareness; LGBTQ People; Equal Education; Social Emotional Learning; Interpersonal Relationship; Violence; Aggression; Discipline + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Psychohygiene; Rassenfrage; Cultural identity; Kulturelle Identität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gewalt; Disziplin
Abstract	Across time, frameworks for assessing school safety have failed to acknowledge the harm that institutional racism in school inflicts upon Black students. Such frameworks coupled with disparate outcomes resulting from policies meant to increase safety in schools have long begged the questions, "What does school safety look like for Black youth?" and "How do we promote it?" This manuscript calls for an intersectional ecological framework that considers racial-cultural, gender and queer identity, academic, social-emotional, interpersonal, and physical safety as critical dimensions of school safety for Black adolescents in middle and high school. This paper centers race--specifically Blackness--to offer a heuristic theoretical model for moving beyond colorblind paradigms of school safety. Implications for research and practice are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01