A Bioecological Perspective of Emotional/Behavioral Challenges for Gifted Students of Color: Support Needed versus Support Received

Autor/inn/en	Collins, Kristina Henry; Coleman, Mary Ruth; Grantham, Tarek C.
Titel	A Bioecological Perspective of Emotional/Behavioral Challenges for Gifted Students of Color: Support Needed versus Support Received
Quelle	In: Journal of Emotional and Behavioral Disorders, 30 (2022) 2, S.86-95 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266221076466
Schlagwörter	Environmental Influences; Self Concept; Self Esteem; Self Efficacy; Identification (Psychology); Interaction; Student Needs; Race; Ethnicity; Learning Problems; Socioeconomic Status; Academically Gifted; Emotional Disturbances; Behavior Problems; Special Education; Gifted Education; Culturally Relevant Education; Evidence Based Practice; Stress Variables; Child Development; Poverty; Racial Bias; Minority Group Students; Gender Differences; Conflict + Suchen Sie Ihr Suchwort? Environmental influence; Umwelteinfluss; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Interaktion; Rasse; Abstammung; Ethnizität; Lernproblem; Socio-economic status; Sozioökonomischer Status; Gefühlsstörung; Special needs education; Sonderpädagogik; Sonderschulwesen; Kindesentwicklung; Armut; Racial discrimination; Rassismus; Geschlechterkonflikt; Konflikt
Abstract	In this article, we highlight Bronfenbrenner's bioecological approach to explore identity formation and the impact of dynamic interactions between the student and their environment in the development of self-concept, self-esteem, and self-efficacy. We examine the complex interactions between student identity and the systems of support that are meant to help students achieve academic success; looking specifically at how the intersections between race, ethnicity, learning exceptionalities, and socioeconomic standing affect students who are identified as gifted and as emotionally/behaviorally challenged. Our call to rethink the services offered to students in special and gifted education leads to a proposed culturally responsive and enhanced multi-tiered system of supports (CR-MTSS). We believe the CR-MTSS approach can better address the strength of students with or a risk for developing emotional and behavioral challenges, supporting each student's success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01