Download or read book From the Hood to the School Middle School Students Experiences with Racial Ethnic Discrimination as They Navigate the Neighborhood and School Contexts written by Feliz Quinones and published by . This book was released on 2015 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of incongruence (mismatch) between neighborhood and school racial/ethnic composition on middle school students' experiences with teacher-and-peer-initiated discrimination. The subsample of 1,289 students (44% Latino, 26% White, 14% Black, and 16% Asian) comes from a larger longitudinal study of 26 ethnically diverse middle schools and over 300 neighborhoods that vary in ethnic diversity. This study relies on students' self-reports of perceived discrimination and school demographic data from the California Department of Education. Student home addresses were geocoded using Geographic Information Systems, ArcGIS 10.1, and then matched to demographic data obtained from American FactFinder. Neighborhood-school incongruence scores were calculated by subtracting the proportion of same-ethnicity peers in the school from the proportion of same-ethnicity residents in the neighborhood. Overall, our results suggest that neighborhood-school incongruence affects students' perceptions of teacher-and-peer-initiated racial/ethnic discrimination differently depending on students' racial/ethnic group and gender. Results from multilevel models show that there was a three-way interaction, such that race/ethnicity and gender moderated the association between neighborhood-school incongruence and teacher-and-peer-initiated discrimination. These findings emphasize the importance of examining both the neighborhood and school contexts in understanding students' experiences with racial/ethnic discrimination.
Download or read book The Neighborhood School Spill Over Middle and High School Students Perceptions of Racial Ethnic Discrimination at the Neighborhood and School Level written by Feliz Quinones and published by . This book was released on 2019 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: While there is a well-established body of literature that documents the role of the school context in informing adolescents' perceptions of unfair treatment at school, little research investigates how interactions at the neighborhood level also shape adolescents' perceptions of school-based peer and adult racial/ethnic discrimination. The current dissertation focused on examining the Neighborhood-School Spill-Over, a novel framework, encompassing three different, but interrelated approaches for understanding the role of the neighborhood context in informing Latina/o students' perceptions of school-based adult and peer racial/ethnic discrimination. Dissertation Study #1 (Approach 1 of the Neighborhood-School Spill-Over framework) aimed to examine whether distance (how far students lived from school in miles) moderated the relationship between neighborhood and school Latina/o representation and students' perceptions of unfair treatment by adults and peers at school. It was hypothesized that Latina/o students living further away from school would report lower perceptions of unfair treatment by both peers and adults at school if they lived in neighborhoods with a high concentration of Latina/os, even when there was lower Latina/o representation at school. Dissertation Study #2 (Approach 2 of the Neighborhood-School Spill-Over framework) aimed to examine whether the percentage of students who live in the same neighborhood and go to the same school, percentage of same-ethnic neighborhood peers, informed adolescents' perceptions around unfair treatment by adults at school. The proposed hypothesis was that having a greater percentage of same-ethnic peers who live in the same community and attend the same school context would be protective. The overarching goal of Dissertation Study #3 (Approach 3 of the Neighborhood-School Spill-Over framework) was to examine how perceptions of neighborhood discrimination (i.e., by police and store clerks) affected Latina/o students' perceptions of school adult racial/ethnic discrimination and whether neighborhood collective efficacy, feeling like people in the community "have your back," was protective. It was anticipated that while perceiving greater discrimination in the neighborhood would predict higher perceptions of unfair treatment by adults at school, living in efficacious neighborhoods would buffer this relationship. Data for this dissertation came from the UCLA Middle and High School Diversity Project (MSDP/HSDP), a larger ongoing longitudinal study that sought to examine the benefits and challenges of ethnic diversity in urban middle schools. MSDP/HSDP participants were 5,991 racially/ethnically diverse students who were recruited from 26 urban middle schools in northern and southern California who then transitioned into over 440 high schools all over the state of California. To conduct analyses for these three dissertation studies, students' home addresses were geocoded and cross-classified multilevel models were run. Findings from Dissertation Study #1 showed that as Latina/o eighth-grade students (n = 756) attended schools with fewer same-ethnic peers, living further away was protective against perceptions of peer racial/ethnic discrimination, when there was high Latina/o representation in the neighborhood context. Findings from Dissertation Study #2 found that as Latina/o representation at school decreased, Latina/o eighth-grade students (n = 856) reported higher perceptions of school adult racial/ethnic discrimination, and this was particularly more pronounced for students with a lower percentage of same-ethnic neighborhood peers. As Latina/o representation at school decreased, students reported lower perceptions of discrimination by adults at school when they had a greater percentage of same-ethnic neighborhood peers, highlighting the protective nature of same-ethnic neighborhood peers. And finally, findings from Dissertation Study #3 found that high school students (10th-grade Latina/o students; n = 540) reported higher perceptions of unfair treatment by adults at school when they reported higher perceptions of neighborhood discrimination. While findings from Dissertation Study #3 did not find that efficacious neighborhoods buffered students' perceptions of discrimination by adults at school, future research should continue to examine the neighborhood-school spill over to thoroughly unpack the neighborhood characteristics that serve as risk and protective factors for adolescents of color, specifically in marginalized communities. The larger implications of this dissertation research are to go beyond understanding the barriers that exist in the neighborhood context and to center the benefits and wealth that exist in marginalized communities for adolescents of color as a way of creating more welcoming school environments.
Download or read book Communities in Action written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-04-27 with total page 583 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.
Download or read book Mixed Race Youth and Schooling written by Sandra Winn Tutwiler and published by Routledge. This book was released on 2016-01-29 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: This timely, in-depth examination of the educational experiences and needs of mixed-race children ("the fifth minority") focuses on the four contexts that primarily influence learning and development: the family, school, community, and society-at-large. The book provides foundational historical, social, political, and psychological information about mixed-race children and looks closely at their experiences in schools, their identity formation, and how schools can be made more supportive of their development and learning needs. Moving away from an essentialist discussion of mixed-race children, a wide variety of research is included. Life and schooling experiences of mixed-raced individuals are profiled throughout the text. Rather than pigeonholing children into a neat box of descriptions or providing readymade prescriptions for educators, Mixed-Race Youth and Schooling offers information and encourages teachers to critically reflect on how it is relevant to and helpful in their teaching/learning contexts.
Download or read book Ignored Burden written by Allison Lindsay Scott and published by . This book was released on 2009 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Below the Surface written by Deborah Rivas-Drake and published by Princeton University Press. This book was released on 2019-02-05 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A guide to the latest research on how young people can develop positive ethnic-racial identities and strong interracial relations Today’s young people are growing up in an increasingly ethnically and racially diverse society. How do we help them navigate this world productively, given some of the seemingly intractable conflicts we constantly hear about? In Below the Surface, Deborah Rivas-Drake and Adriana Umaña-Taylor explore the latest research in ethnic and racial identity and interracial relations among diverse youth in the United States. Drawing from multiple disciplines, including developmental psychology, social psychology, education, and sociology, the authors demonstrate that young people can have a strong ethnic-racial identity and still view other groups positively, and that in fact, possessing a solid ethnic-racial identity makes it possible to have a more genuine understanding of other groups. During adolescence, teens reexamine, redefine, and consolidate their ethnic-racial identities in the context of family, schools, peers, communities, and the media. The authors explore each of these areas and the ways that ideas of ethnicity and race are implicitly and explicitly taught. They provide convincing evidence that all young people—ethnic majority and minority alike—benefit from engaging in meaningful dialogues about race and ethnicity with caring adults in their lives, which help them build a better perspective about their identity and a foundation for engaging in positive relationships with those who are different from them. Timely and accessible, Below the Surface is an ideal resource for parents, teachers, educators, school administrators, clergy, and all who want to help young people navigate their growth and development successfully.
Download or read book A Qualitative Exploration of Black Middle School Adolescents Experiences with and Responses to Perceived Discrimination written by Chimereodo Okoroji and published by . This book was released on 2020 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: Racial discrimination is commonplace among racial minority individuals, including adolescents, who report experiencing discrimination in their everyday lives. These experiences can put youth at risk for negative health and psychological outcomes. Using Critical Race Theory (CRT) and Phenomenological Variant of Ecological Systems Theory (PVEST) perspectives, this study qualitatively explored the perceived discrimination experiences and responses of Black middle school students, as well as parental racial socialization practices, as previous research has found this to be related to perceived discrimination and racial identity among children and adolescents. The study used a phenomenological approach to understand the unique perspectives of nine Black adolescents in middle school and their parents. The findings confirmed that the youth experienced both direct and vicarious discrimination during this developmental period in multiple forms, across settings, and from different sources. In addition, adolescent responses highlighted developmental and adaptive challenges involved in responding to discrimination. Findings revealed direct and indirect socialization practices used by parents to prevent these experiences, or to help their children navigate them in order to promote positive racial identity development and reduce negative outcomes. Connections were also found between discriminatory experiences, socialization, and racial identity. Implications of these findings for parents, educators, and researchers are discussed.
Download or read book Race in the Hood written by Howard Pinderhughes and published by U of Minnesota Press. This book was released on 1997 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Generation Mixed Goes to School written by Ralina L. Joseph and published by Teachers College Press. This book was released on 2021 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grounded in the life experiences of children, youth, teachers, and caregivers, this book investigates how implicit bias affects multiracial kids in unforeseen ways. Drawing on critical mixed-race theory and developmental psychology, the authors employ radical listening to examine both how these children experience school and what schools can do to create more welcoming learning environments. They examine how the silencing of mixed-race experiences often creates a barrier to engaging in nuanced conversations about race and identity in the classroom, and how teachers are finding powerful ways to forge meaningful connections with their mixed-race students. This is a book written from the inside, integrating not only theory and research but also the authors’ own experiences negotiating race and racism for and with their mixed-race children. It is a timely and essential read not only because of our nation’s changing demographics, but also because of our racially hostile political climate. Book Features: Examination of the most contemporary issues that impact mixed-race children and youth, including the racialized violence with which our country is now reckoning.Guided exercises with relevant, action-oriented information for educators, parents, and caregivers in every chapter.Engaging storytelling that brings the school worlds of mixed-race children and youth to life.Interdisciplinary scholarship from social and developmental psychology, critical mixed-race studies, and education. Expansion of the typical Black/White binary to include mixed-race children from Asian American, Latinx, and Native American backgrounds.
Download or read book Schools in Transition written by Robin M. Williams (Jr.) and published by . This book was released on 1954 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reports some of the recent experiences of twenty-four communities in states bordering the South as they have moved from racially segregated toward integrated public schools. It aims to be a study based on facts. Within the limits of ordinary human fallibility, it tries to present a balanced account of the situations described. The available evidence is far from complete, and further and more penetrating research is greatly to be desired. Yet where we have so little objective information of any kind it seems quite worthwhile to present the rather specific studies to be summarized here. They are indicative or suggestive rather than conclusive, but they do put on the record a wide range of real experiences with a set of very complicated human problems. The work is intended for the informed citizen, whether school official or teacher or interested member of a community. It has not attempted to develop a highly technical analysis in sociological or psychological terms. On the other hand, the materials presented perhaps will be of interest to many social scientists.
Download or read book School Experiences Among African American and Latino Adolescents written by Erika Van Buren and published by . This book was released on 2004 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book White Space Black Hood written by Sheryll Cashin and published by Beacon Press. This book was released on 2021-09-14 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: A 2021 C. Wright Mills Award Finalist Shows how government created “ghettos” and affluent white space and entrenched a system of American residential caste that is the linchpin of US inequality—and issues a call for abolition. The iconic Black hood, like slavery and Jim Crow, is a peculiar American institution animated by the ideology of white supremacy. Politicians and people of all colors propagated “ghetto” myths to justify racist policies that concentrated poverty in the hood and created high-opportunity white spaces. In White Space, Black Hood, Sheryll Cashin traces the history of anti-Black residential caste—boundary maintenance, opportunity hoarding, and stereotype-driven surveillance—and unpacks its current legacy so we can begin the work to dismantle the structures and policies that undermine Black lives. Drawing on nearly 2 decades of research in cities including Baltimore, St. Louis, Chicago, New York, and Cleveland, Cashin traces the processes of residential caste as it relates to housing, policing, schools, and transportation. She contends that geography is now central to American caste. Poverty-free havens and poverty-dense hoods would not exist if the state had not designed, constructed, and maintained this physical racial order. Cashin calls for abolition of these state-sanctioned processes. The ultimate goal is to change the lens through which society sees residents of poor Black neighborhoods from presumed thug to presumed citizen, and to transform the relationship of the state with these neighborhoods from punitive to caring. She calls for investment in a new infrastructure of opportunity in poor Black neighborhoods, including richly resourced schools and neighborhood centers, public transit, Peacemaker Fellowships, universal basic incomes, housing choice vouchers for residents, and mandatory inclusive housing elsewhere. Deeply researched and sharply written, White Space, Black Hood is a call to action for repairing what white supremacy still breaks. Includes historical photos, maps, and charts that illuminate the history of residential segregation as an institution and a tactic of racial oppression.
Download or read book Learning Difference written by Annegret Daniela Staiger and published by Stanford University Press. This book was released on 2006 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: An examination of the role that race plays in the lives of students at a multiracial U.S. high school.
Download or read book Diversity and Developmental Science written by Dawn P. Witherspoon and published by Springer Nature. This book was released on 2023-01-30 with total page 347 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the challenges faced by developmental scientists as the population under the age of 18 in the United States has become a majority-minority, with no racial/ethnic group having a numeric majority. The volume tackles how these demographic shifts compel scientists to consider the unique and universal processes that promote the growth, thriving, and resilience of these populations across this new landscape and also takes into account systems of oppression, power, privilege, racial justice, and structural disadvantage. It describes the challenges of conducting research with diverse populations and offers practical methodological solutions. The book provides an overview of the current demographic shifts and their implications for developmental researchers. It examines key diversity science constructs that need to be considered for all developmental research within this new global context in which societies are becoming more diverse. In particular, chapters address how to measure and conceptualize these constructs using within-group designs as well as research that includes youth from multiple backgrounds. In addition, the volume focuses on the contexts that shape the developmental trajectories of youth and how best to capture these contexts with an eye toward diversity science. Key areas of coverage include: Identifying best practices in the conceptualization and measurement of race and ethnicity in developmental science at the individual and contextual levels. Stimulating a dialogue that translates to an actionable agenda designed to tackle issues of conceptualization and measurement of key constructs associated with race/ethnicity. Leading-edge strategies for building interdisciplinary teams to conduct ethical and responsible work with diverse populations that include scholars of color. Finally, the book addresses translational work, including how the incorporation of diversity science can influence policy and help build collaborative research teams that are well-poised to conduct ethical research in these diverse populations. The volume provides recommendations for researchers to incorporate diversity science into their work. This book is a must-have resource for researchers, professors, clinicians, therapists and other professionals as well as graduate students in developmental, clinical child, and school psychology, public health, ethnic studies, counseling, anthropology, African American/Black Studies, Latinx/Latino/Chicano Studies, and Asian American Studies.
Download or read book The Color of Success written by Gilberto Q. Conchas and published by Teachers College Press. This book was released on 2006-01-21 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through students' own voices and perspectives, this book reveals how and why some racial minorities achieve academic success, despite limited opportunity. Based on the experiences of Black, Latino, and Vietnamese urban high school students, the author provides a revealing comparative analysis that offers insight into how schools can provide opportunities and safe learning environments where youth acquire real goals, expectations, and tangible pathways for success. Offering alternatives to current practices and structures of inequality that plague educational systems throughout the nation, this sociologically informed book: takes a rare look at urban school success stories, instead of those depicting failure; explores the social processes that enable racial minority youth to escape the unequal structures of urban schooling to perform well in school; and focuses on youth's interpretations and reactions to the schooling process to determine how schools can empower youth and promote the social mobility of low-income urban populations.
Download or read book When Race Meets Class written by Rhonda F. Levine and published by Routledge. This book was released on 2019-01-24 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: A rare, 15-year ethnography, this book follows the lives of individual, low-income African American youth from the beginning of high school into their early adult years. Levine shows how their interaction and experience with multiple institutions (family, school, community) and individuals (parents, friends, teachers, coaches, strangers) shape their hopes, fears, aspirations, and worldviews. The intersectionality of their social identities—how race, class, and gender come together to influence how they come to think about who they are—influences many behaviors that directly contradict their stated aspirations. Affected, too, by limited access to resources, these youths often take a path profoundly different from their stated values and life goals. Levine explores the volatility and constraints underlying their decision-making and behaviors. The book reveals the critical junctures and turning points shaping life trajectories, challenging many long-held assumptions about the persistence of racial inequality by offering new insights on the educational and occupational barriers facing young African Americans.
Download or read book Growing Up in America written by Richard Flory and published by Stanford University Press. This book was released on 2010-04-28 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: People's experiences of racial inequality in adulthood are well documented, but less attention is given to the racial inequalities that children and adolescents face. Growing Up in America provides a rich, first-hand account of the different social worlds that teens of diverse racial and ethnic backgrounds experience. In their own words, these American teens describe, conflicts with parents, pressures from other teens, school experiences, and religious beliefs that drive their various understandings of the world. As the book reveals, teens' unequal experiences have a significant impact on their adult lives and their potential for social mobility. Directly confronting the constellation of advantages and disadvantages white, black, Hispanic, and Asian teens face today, this work provides a framework for understanding the relationship between socialization in adolescence and social inequality in adulthood. By uncovering the role racial and ethnic differences play early on, we can better understand the sources of inequality in American life.
