Race, Poverty, and Violence Exposure: A Critical Spatial Analysis of African American Trauma Vulnerability and Educational Outcomes in Charlotte, North Carolina

Autor/inn/en	Garo, Laurie; Allen-Handy, Ayana; Lewis, Chance W.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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