Literaturnachweis - Detailanzeige
Autor/inn/en | Garo, Laurie; Allen-Handy, Ayana; Lewis, Chance W. |
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Titel | Race, Poverty, and Violence Exposure: A Critical Spatial Analysis of African American Trauma Vulnerability and Educational Outcomes in Charlotte, North Carolina |
Quelle | In: Journal of Negro Education, 87 (2018) 3, S.246-269 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2984 |
DOI | 10.7709/jnegroeducation.87.3.0246 |
Schlagwörter | Race; Poverty; Violence; African American Students; Trauma; Outcomes of Education; Environmental Influences; Neighborhoods; Quality of Life; Disproportionate Representation; Risk; Males; Well Being; Academic Achievement; Disadvantaged; Social Differences; Stress Variables; Social Justice; North Carolina Rasse; Abstammung; Armut; Gewalt; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Environmental influence; Umwelteinfluss; Neighbourhoods; Nachbarschaft; Lebensqualität; Risiko; Male; Männliches Geschlecht; Well-being; Wellness; Wohlbefinden; Schulleistung; Sozialer Unterschied; Soziale Gerechtigkeit |
Abstract | Inspired by W.E.B. Du Bois' groundbreaking innovation in spatial research methodologies in "The Philadelphia Negro," this study uses critical spatial analysis to examine impacts of race, poverty, and violence exposure on trauma vulnerability and educational outcomes of Black children and families in Charlotte, North Carolina. Geographic Information Systems (GIS) technology models neighborhood level quality of life variables and spatial inequalities, resulting in development of a trauma vulnerability index (TVI). Findings indicate disproportionate spatial risk for trauma among Black residents in comparison to their White counterparts. Moreover, relative risk ratios reveal implications of TVI on education outcomes in that Black male students disproportionately experience exclusionary discipline. The authors recommend a healing justice approach to restoring individual and collective well-being within schools and communities. (As Provided). |
Anmerkungen | Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |