Literaturnachweis - Detailanzeige
Autor/inn/en | Collins, Tai A.; La Salle, Tamika P.; Rocha Neves, Jesslynn; Foster, Josalyn A.; Scott, Meagan N. |
---|---|
Titel | No Safe Space: School Climate Experiences of Black Boys with and without Emotional and Behavioral Disorders |
Quelle | In: School Psychology Review, 52 (2023) 3, S.250-263 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Collins, Tai A.) ORCID (La Salle, Tamika P.) ORCID (Rocha Neves, Jesslynn) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0279-6015 |
DOI | 10.1080/2372966X.2021.2021783 |
Schlagwörter | Educational Environment; School Safety; African American Students; Emotional Disturbances; Behavior Disorders; Social Justice; Racism; Students with Disabilities; Critical Race Theory; Attitudes toward Disabilities; Peer Relationship; Bullying; Victims; Discipline; Symptoms (Individual Disorders); Cultural Awareness; Social Support Groups; Middle School Students Lernumgebung; Pädagogische Umwelt; Schulumwelt; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Gefühlsstörung; Soziale Gerechtigkeit; Rassismus; Disability; Disabilities; Behinderung; Peer-Beziehungen; Mobbing; Victim; Opfer; Disziplin; Psychiatrische Symptomatik; Cultural identity; Kulturelle Identität; Social support; Soziale Unterstützung; Middle school; Middle schools; Mittelschule; Mittelstufenschule |
Abstract | Black boys often experience oppression and marginalization in schools. Black boys with disabilities in secondary school are frequently targeted with inequitable and biased discipline practices, exacerbating the school-to-prison pipeline. As such, it is important to examine the school climate experiences of Black boys to inform the creation of safe, predictable and affirming school environments. Using Critical Race Theory and Dis/ability Critical Race Studies as a framework, the current study examined the school climate experiences of Black boys with and without emotional and behavioral disorders (N = 16,031). Overall perceptions of school climate were similar across groups, but moderation analyses demonstrated that Black boys with EBD reported significantly more peer victimization and lower levels of peer support, order and discipline, and safety than Black boys without EBD. Disability classification also moderated the relationship between peer victimization and cultural acceptance, physical environment, order & discipline, and safety with the relationship being significant and negative for Black boys with EBD. Implications for research and practice are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |