Promoting Equity for Our Nation's Youngest Students: School Psychologists as Agents of Social Justice in Early Childhood Settings

Autor/inn/en	Albritton, Kizzy; Anhalt, Karla; Terry, Nicole Patton
Titel	Promoting Equity for Our Nation's Youngest Students: School Psychologists as Agents of Social Justice in Early Childhood Settings
Quelle	In: School Psychology Forum, 10 (2016) 3, S.237-250 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	Social Justice; School Psychologists; Role; Change Agents; Student Diversity; Minority Group Students; Equal Education; Suspension; Discipline; Disproportionate Representation; Early Childhood Education; Preschool Children; Academic Achievement; Achievement Gap; Intervention; Educational Quality; Access to Education; Program Effectiveness; Family Programs; Early Intervention; Response to Intervention; Alternative Assessment; Consultation Programs; Prevention; Professional Development; Family School Relationship; Illinois (Chicago); North Carolina; Michigan + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Rollen; Ausschluss; Schulausschluss; Disziplin; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulleistung; Quality of education; Bildungsqualität; Access; Bildung; Zugang; Bildungszugang; Family program; Familienprogramm; Fachberatung; Prävention; Vorbeugung
Abstract	Achievement and disciplinary inequities between students from racially and ethnically diverse backgrounds and their White peers have been documented for decades in U.S. public schools. Researchers have documented that some racially and ethnically diverse students enter school with weaker academic skills than their White counterparts. Further, recent reports show inequities in disciplinary sanctions as early as preschool, with Black students experiencing significantly higher rates of suspension than their White peers (U.S. Department of Education, 2014). Several early childhood initiatives have been developed to address these educational disparities. Access to these initiatives, which include high-quality early childhood programs, is often limited for racially and ethnically diverse children. This article reviews preschool achievement and discipline disparities data, the status of early childhood initiatives in the United States, and implications for school psychologists as agents of social justice in early childhood settings. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01