Developmental Considerations in a Problematic Ecology: Achieving Equity and Socially Just Learning Environments for African American Adolescents with Emotional and Behavioral Challenges

Autor/inn/en	Riley, Tennisha N.; Serpell, Zewelanji N.
Titel	Developmental Considerations in a Problematic Ecology: Achieving Equity and Socially Just Learning Environments for African American Adolescents with Emotional and Behavioral Challenges
Quelle	In: Journal of Emotional and Behavioral Disorders, 30 (2022) 2, S.111-127 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266221077904
Schlagwörter	Equal Education; Social Justice; Educational Environment; African American Students; Emotional Disturbances; Behavior Disorders; Student Development; Mental Health; Adolescents; School Health Services; Concept Mapping + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Gefühlsstörung; Psychohygiene; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schuleingangsuntersuchung; Concept Map
Abstract	This article critically discusses the ecology of public schools in the United States: systemic barriers and associated biases that permeate these learning contexts and derail efforts to close opportunity gaps for African American adolescents with emotional and behavioral challenges. Using results from a mixed-methods study, we illustrate the ubiquity of an a-developmental perspective that guides perceptions of what is needed to keep these students in and successful at school. A close examination of school mental health providers' perceptions of what is important and feasible in public school contexts shows recommended interventions to be necessary but not sufficient. We highlight important considerations in the reframing of schools as a dynamic developmental system and conclude with recommendations about how to harness adolescents' strengths to generate strategies that move us toward more equitable and socially just schooling. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01