School Racial-Ethnic Discrimination, Rule-Breaking Behaviors and the Mediating Role of Trauma among Latinx Adolescents: Considerations for School Mental Health Practice

Autor/inn/en	Meléndez Guevara, Ana Maria; White, Rebecca M. B.; Lindstrom Johnson, Sarah; Nair, Rajni L.; Roche, Kathleen M.
Titel	School Racial-Ethnic Discrimination, Rule-Breaking Behaviors and the Mediating Role of Trauma among Latinx Adolescents: Considerations for School Mental Health Practice
Quelle	In: Psychology in the Schools, 59 (2022) 10, S.2005-2021 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22562
Schlagwörter	Latin Americans; Hispanic American Students; Adolescents; Trauma; Early Experience; Student Behavior; Standards; Behavior Problems; Antisocial Behavior; Mental Health Programs; Racial Discrimination; Ethnic Groups; Social Discrimination; Gender Differences + Suchen Sie Ihr Suchwort? Latin America; People; Lateinamerika; Bevölkerung; Volk; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Frühbeginn; Student behaviour; Schülerverhalten; Standard; Racial bias; Rassismus; Ethnie; Soziale Benachteiligung; Soziale Schließung; Geschlechterkonflikt
Abstract	Much of the literature linking adversity to trauma fails to account for racialized experiences, including racial-ethnic discrimination, which is a highly prevalent form of adversity for youth of color in the U.S. Adversity and trauma often result in students experiencing elevated rule-breaking behaviors, exacerbating existing racial-ethnic disparities in disproportionate school discipline. Drawing from race-based trauma theory, the present study explored trauma as a mediator of the longitudinal association between racial-ethnic discrimination from teachers, other adults, and students in schools and rule-breaking behaviors among Latinx youth. Data were from a longitudinal study of 547 Latinx students in a southeastern U.S. state. Across gender and nativity groups, school racial-ethnic discrimination and trauma positively predicted later rule-breaking behaviors. Additionally, for girls only, increased levels of trauma partially explained the association between school racial-ethnic discrimination and rule-breaking behaviors. The study highlights the importance of addressing school racial-ethnic discrimination and trauma in equitable school metal health systems. Indeed, efforts aimed at reducing disproportionate school discipline among Latinx students should focus on reducing their exposure to school racial-ethnic discrimination and increasing access to trauma-informed and restorative justice approaches. (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