Embracing the Promise and Potential of Preschool-Age Black Boys: Strength-Based Opportunities for Early Childhood School Psychologists

Autor/inn/en	Albritton, Kizzy; Stein, Rachel; Cruz, Kenia
Titel	Embracing the Promise and Potential of Preschool-Age Black Boys: Strength-Based Opportunities for Early Childhood School Psychologists
Quelle	In: School Psychology Review, 52 (2023) 3, S.343-356 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albritton, Kizzy) ORCID (Stein, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1977586
Schlagwörter	Preschool Children; African American Students; Males; Early Childhood Education; Cultural Capital; School Psychologists; Student Characteristics; Critical Race Theory; Access to Education; Educational Quality; Racism; Equal Education; Culturally Relevant Education; Discipline; Disproportionate Representation; Developmentally Appropriate Practices + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Rassismus; Disziplin; Entwicklungsbezogene Bildung
Abstract	Although extensive research illustrates the numerous benefits associated with attending a high-quality early childhood education program, preschool-age Black boys are not equitable beneficiaries of the academic, social-emotional, and behavioral supports provided in high-quality early childhood settings. Young Black boys in early childhood education programs face a variety of challenges that have significant, negative consequences for their foundational experiences. Overcoming these challenges and improving the educational outcomes of young Black boys requires not only a comprehensive examination of the complex issues impacting them but also requires the implementation of strength-based recommendations that will ultimately improve their short-term and long-term educational experiences. This paper offers a critical discussion of the systems and factors that fail to honor Black boys' strengths as well as specific recommendations for early childhood school psychologists seeking to improve young Black boys' lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01