Adult and Student Perspectives on Racial and Ethnic Equity-Informed School-Based Strategies

Autor/inn/en	Lea, Charles H., III; McCowan, Kristin J.; Jones, Tiffany M.; Malorni, Angela
Titel	Adult and Student Perspectives on Racial and Ethnic Equity-Informed School-Based Strategies
Quelle	In: Psychology in the Schools, 59 (2022) 10, S.2022-2041 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lea, Charles H., III) ORCID (Jones, Tiffany M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22575
Schlagwörter	Student Attitudes; Racism; Equal Education; Educational Environment; Middle School Students; Middle School Teachers; Teacher Attitudes; Social Emotional Learning; Minority Group Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Rassismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	Although racial and ethnic equity-informed school-based strategies are important to addressing racialized structures and processes that create and sustain racial trauma, disadvantage and disparity, little is known about the process of embedding racial and ethnic equity in school-based strategies and how adults and young people perceive them to promote a positive school climate and youth development. Using a qualitative research approach that included focus groups, this study examined student of color and school and community partner staff perceptions of the role and influence racial and ethnic equity-informed school-based strategies in one middle school have on the school's climate and students of color experiences and development. Findings suggest that racial and ethnic equity-informed social and emotional learning strategies are important in facilitating positive student-teacher interactions and identity and social-emotional development among students of color. Participant's experiences in and perceptions of the impact these strategies have on school climate and youth development substantiate the need to understand racial and ethnic equity as a process-oriented approach that requires continuous improvement, rather than just an outcome-focused endeavor. Implications for research and practice are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01