1
|
Gaylord-Harden NK, Gilreath T, Burnside A, Mintah P, Lindsey MA. Profiles of Suicidal Ideation Among Black Male Adolescents: Examination of Individual and Socioecological Predictors. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2023:1-15. [PMID: 37418319 DOI: 10.1080/15374416.2023.2222395] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/09/2023]
Abstract
OBJECTIVE The current study utilized latent profile analysis to identify distinct profiles of suicidal ideation among Black male adolescents and compared profiles on socioecological determinants of suicide and psychological symptoms. METHOD A sample of 457 Black male adolescents (mean age = 15.31, SD = 1.26) completed self-report measures of suicidal ideation, racial discrimination, community violence exposure, anxiety symptoms, depressive symptoms, and posttraumatic stress symptoms. RESULTS Results of the latent profile analysis revealed a three-profile model: a low ideation profile, with low levels of all forms of suicidal ideation; a general death ideation profile with elevated general thoughts of death and dying; and a high, concealed ideation profile with high levels on all suicidal ideation items, except communicating the ideation to others. ANOVAs revealed that levels of psychological symptoms were significantly different for each profile, with the high, concealed ideation profile showing the highest levels. The low ideation profile had significantly lower scores than the two other profiles on community violence exposure, but the other two profiles did not differ significantly from one another. Further, the general death ideation profile had significantly higher scores on racial discrimination than the other two profiles, but the other two profiles did not differ significantly from one another. CONCLUSIONS The current study supports recent socio-cultural theories of suicidal ideation and behavior in Black youth and highlights the need for increased access to care and services for Black boys who are exposed to socioecological factors that heighten suicidal ideation.
Collapse
Affiliation(s)
| | - Tamika Gilreath
- Center for Health Equity and Evaluation Research, Texas A&M University
| | | | | | | |
Collapse
|
2
|
Monroe P, Campbell JA, Harris M, Egede LE. Racial/ethnic differences in social determinants of health and health outcomes among adolescents and youth ages 10-24 years old: a scoping review. BMC Public Health 2023; 23:410. [PMID: 36855084 PMCID: PMC9976510 DOI: 10.1186/s12889-023-15274-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Accepted: 02/14/2023] [Indexed: 03/02/2023] Open
Abstract
INTRODUCTION With the recent emergence of the Healthy People 2030 goals there is a need to understand the role of SDOH on health inequalities from an upstream perspective. This review summarizes the recent body of evidence on the impact of SDOH across adolescence and youth health outcomes by race/ethnicity using the Health People 2030 Framework. METHODS A systematic, reproducible search was performed using PubMed, Academic Search Premier, PsychInfo, and ERIC. A total of 2078 articles were screened for inclusion. A total of 263 articles met inclusion criteria, resulting in 29 articles included for final synthesis. RESULTS Across the 29 articles, 11 were cross-sectional, 16 were cohort, and 2 were experimental. Across SDOH categories (economic stability, education access and quality, health care access and quality, neighborhood and built environment, and social and community context), 1 study examined self-efficacy, 6 educational attainment, 10 behavior, 5 smoking, 11 alcohol use, 10 substance use, and 1 quality of life. The majority of outcomes represented in this search included health behaviors such as health risk behavior, smoking, alcohol use, and substance use. Across the 29 articles identified, significant differences existed across outcomes by race/ethnicity across SDOH factors, however magnitude of differences varied by SDOH category. DISCUSSION SDOH differentially affect adolescents and youth across race/ethnicity. The lived adverse experiences, along with structural racism, increase the likelihood of adolescents and youth engaging in risky health behaviors and negatively influencing health outcomes during adolescence and youth. Research, public health initiatives, and policies integrating SDOH into interventions at early stage of life are needed to effectively reduce social and health inequalities at a population level.
Collapse
Affiliation(s)
- Patricia Monroe
- Center for Advancing Population Science, Medical College of Wisconsin, 8701 Watertown Plank Rd, Milwaukee, WI, 53226, USA
| | - Jennifer A Campbell
- Center for Advancing Population Science, Medical College of Wisconsin, 8701 Watertown Plank Rd, Milwaukee, WI, 53226, USA
- Division of General Internal Medicine, Department of Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Melissa Harris
- Center for Advancing Population Science, Medical College of Wisconsin, 8701 Watertown Plank Rd, Milwaukee, WI, 53226, USA
| | - Leonard E Egede
- Center for Advancing Population Science, Medical College of Wisconsin, 8701 Watertown Plank Rd, Milwaukee, WI, 53226, USA.
- Division of General Internal Medicine, Department of Medicine, Medical College of Wisconsin, Milwaukee, WI, USA.
| |
Collapse
|
3
|
Chen S, Wong KY. Assessment of Preservice Music Teachers' Multicultural Personality: Multicultural Music Education Perspective. Front Psychol 2022; 13:726209. [PMID: 35602716 PMCID: PMC9121092 DOI: 10.3389/fpsyg.2022.726209] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Accepted: 04/05/2022] [Indexed: 11/29/2022] Open
Abstract
This study examines preservice music teachers' multicultural personality level and characteristics in the context of multicultural music education in China, focusing on the factors that influence the teachers' multicultural personality traits. We surveyed 433 preservice music teachers who responded via the Multicultural Personality Questionnaire-Short Form survey instrument. The results indicated that the multicultural personality level of preservice music teachers was intermediate, mainly due to a deficiency in the Flexibility and Emotional Stability dimensions, which are necessary for dealing with cultural differences in the face of unknown multicultural conditions. In addition, we also found that the size of a teacher's hometown and the years of studying and teaching are significant factors in shaping preservice music teachers' multicultural personalities. Preservice music teachers whose hometowns are big cities have a higher multicultural personality level than those in rural areas. The more time a preservice music teacher spent studying and teaching, the higher the multicultural personality level. Gender, educational level, and experience playing musical instruments have no statistically significant effect on the multicultural personality of preservice music teachers.
Collapse
Affiliation(s)
| | - Kwan Yie Wong
- Department of Music, Faculty of Creative Arts, Universiti Malaya, Kuala Lumpur, Malaysia
| |
Collapse
|
4
|
Opara I, Assan MA, Pierre K, Gunn JF, Metzger I, Hamilton J, Arugu E. Suicide Among Black Children: An Integrated Model of the Interpersonal-Psychological Theory of Suicide and Intersectionality Theory for Researchers and Clinicians. FOCUS (AMERICAN PSYCHIATRIC PUBLISHING) 2022; 20:232-240. [PMID: 37153126 PMCID: PMC10153497 DOI: 10.1176/appi.focus.22020003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2022] [Revised: 01/14/2022] [Accepted: 01/14/2022] [Indexed: 05/09/2023]
Abstract
Recently, research has reported that the rates of suicide among Black children between the ages of 5 to 12-years-old are increasing as they are now more likely to commit suicide than White children. Yet, there are very few, if any, frameworks being used by researchers to explain the risks of suicide among Black children. Suicide research has overwhelmingly been focused on White youth thus leaving a critical gap in suicide research. This conceptual paper provides an integrated framework using the Interpersonal-Psychological Theory of Suicide and Intersectionality theory, as a guide for researchers, clinicians, and practitioners to incorporate culturally appropriate techniques in their work as a way to prevent suicide among Black children. This framework highlights racial discrimination, mental health, socioeconomic status, and sexual/gender minority status to be the most preeminent, yet understudied factors leading to suicide risk among Black children in the United States. Reprinted with permission of SAGE Publications; Opara et al. J Black Stud (51:611-631), copyright 2020.
Collapse
Affiliation(s)
- Ijeoma Opara
- Stony Brook University School of Social Welfare, Stony Brook, New York (Opara)
- Public Health Management Corporation, Pennsauken, New Jersey (Assan)
- School of Public Health, Rutgers University, Newark, New Jersey (Pierre)
- Center on Gun Violence Research, Rutgers University, Newark, New Jersey (Gunn)
- Department of Psychology, University of Georgia, Athens, Georgia (Metzger, Hamilton)
- School of Social Work, Columbia University, New York, New York (Arugu)
| | - Maame Araba Assan
- Stony Brook University School of Social Welfare, Stony Brook, New York (Opara)
- Public Health Management Corporation, Pennsauken, New Jersey (Assan)
- School of Public Health, Rutgers University, Newark, New Jersey (Pierre)
- Center on Gun Violence Research, Rutgers University, Newark, New Jersey (Gunn)
- Department of Psychology, University of Georgia, Athens, Georgia (Metzger, Hamilton)
- School of Social Work, Columbia University, New York, New York (Arugu)
| | - Kimberly Pierre
- Stony Brook University School of Social Welfare, Stony Brook, New York (Opara)
- Public Health Management Corporation, Pennsauken, New Jersey (Assan)
- School of Public Health, Rutgers University, Newark, New Jersey (Pierre)
- Center on Gun Violence Research, Rutgers University, Newark, New Jersey (Gunn)
- Department of Psychology, University of Georgia, Athens, Georgia (Metzger, Hamilton)
- School of Social Work, Columbia University, New York, New York (Arugu)
| | - John F Gunn
- Stony Brook University School of Social Welfare, Stony Brook, New York (Opara)
- Public Health Management Corporation, Pennsauken, New Jersey (Assan)
- School of Public Health, Rutgers University, Newark, New Jersey (Pierre)
- Center on Gun Violence Research, Rutgers University, Newark, New Jersey (Gunn)
- Department of Psychology, University of Georgia, Athens, Georgia (Metzger, Hamilton)
- School of Social Work, Columbia University, New York, New York (Arugu)
| | - Isha Metzger
- Stony Brook University School of Social Welfare, Stony Brook, New York (Opara)
- Public Health Management Corporation, Pennsauken, New Jersey (Assan)
- School of Public Health, Rutgers University, Newark, New Jersey (Pierre)
- Center on Gun Violence Research, Rutgers University, Newark, New Jersey (Gunn)
- Department of Psychology, University of Georgia, Athens, Georgia (Metzger, Hamilton)
- School of Social Work, Columbia University, New York, New York (Arugu)
| | - Jahi Hamilton
- Stony Brook University School of Social Welfare, Stony Brook, New York (Opara)
- Public Health Management Corporation, Pennsauken, New Jersey (Assan)
- School of Public Health, Rutgers University, Newark, New Jersey (Pierre)
- Center on Gun Violence Research, Rutgers University, Newark, New Jersey (Gunn)
- Department of Psychology, University of Georgia, Athens, Georgia (Metzger, Hamilton)
- School of Social Work, Columbia University, New York, New York (Arugu)
| | - Eileen Arugu
- Stony Brook University School of Social Welfare, Stony Brook, New York (Opara)
- Public Health Management Corporation, Pennsauken, New Jersey (Assan)
- School of Public Health, Rutgers University, Newark, New Jersey (Pierre)
- Center on Gun Violence Research, Rutgers University, Newark, New Jersey (Gunn)
- Department of Psychology, University of Georgia, Athens, Georgia (Metzger, Hamilton)
- School of Social Work, Columbia University, New York, New York (Arugu)
| |
Collapse
|
5
|
Perceived Discrimination at School and Developmental Outcomes among Bai Adolescents: The Mediating Roles of Self-Esteem and Ethnic Identity. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19020657. [PMID: 35055479 PMCID: PMC8775612 DOI: 10.3390/ijerph19020657] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Revised: 12/27/2021] [Accepted: 01/04/2022] [Indexed: 11/16/2022]
Abstract
Although discrimination is widely acknowledged to impair developmental outcomes among ethnic minority adolescents, literature differentiating discrimination based on personal characteristics and group membership is lacking, especially in Chinese contexts, and the mechanisms of those relationships remain unclear. In response, the study presented here examined whether self-esteem mediates the relationship between perceived academic discrimination and developmental outcomes among such ethnic minority adolescents, and whether ethnic identity mediates the relationship between perceived ethnic discrimination and developmental outcomes. Multistage cluster random sampling performed in Dali and Kunming, China, yielded a sample of 813 Bai adolescents whose data was analysed in structural equation modelling. The results indicate that perceived academic discrimination had a direct negative effect on adolescents' mental health, while perceived ethnic discrimination had direct negative effects on their behavioural adjustment and social competence. Perceived academic discrimination also indirectly affected adolescents' behavioural adjustment, mental health, and social competence via self-esteem, whereas perceived ethnic discrimination indirectly affected their behavioural adjustment and social competence via ethnic identity. These findings deepen current understandings of how perceived discrimination, self-esteem, and ethnic identity affect the developmental outcomes of ethnic minority adolescents and provide practical recommendations for policymakers and social workers to promote those outcomes in China.
Collapse
|
6
|
Clayton MG, Pollak OH, Owens SA, Miller AB, Prinstein MJ. Advances in Research on Adolescent Suicide and a High Priority Agenda for Future Research. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:1068-1096. [PMID: 34820949 DOI: 10.1111/jora.12614] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Suicide is the second leading cause of death for adolescents in the United States, yet remarkably little is known regarding risk factors for suicidal thoughts and behaviors (STBs), relatively few federal grants and scientific publications focus on STBs, and few evidence-based approaches to prevent or treat STBs are available. This "decade in review" article discusses five domains of recent empirical findings that span biological, environmental, and contextual systems and can guide future research in this high priority area: (1) the role of the central nervous system; (2) physiological risk factors, including the peripheral nervous system; (3) proximal acute stress responses; (4) novel behavioral and psychological risk factors; and (5) broader societal factors impacting diverse populations and several additional nascent areas worthy of further investigation.
Collapse
|
7
|
Kwaning K, Wong M, Dosanjh K, Biely C, Dudovitz R. Gender stigma awareness is associated with adolescent risky health behaviors. PLoS One 2021; 16:e0251332. [PMID: 33979392 PMCID: PMC8115797 DOI: 10.1371/journal.pone.0251332] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2020] [Accepted: 04/25/2021] [Indexed: 12/28/2022] Open
Abstract
Objectives Although racial stigma in school is associated with adolescent risky health behaviors, there are no studies investigating how gender stigma relates to adolescent risky health behaviors among low-income, minority youth. We sought to determine whether gender stigma awareness is associated with adolescent risky health behaviors (delinquency, fighting, and substance use) and whether this association is mediated by school disengagement (low perceived teacher support, low school engagement, cutting classes, and breaking school rules) among low-income, minority students. Methods We analyzed cross-sectional survey data, collected from 2017 to 2019, from 412 high school students. Multi-level logistic regressions tested whether gender stigma awareness was associated with delinquency, fighting, and substance use, controlling for covariates, baseline behaviors, and clustering within schools. Mediation analyses tested whether school disengagement (low school engagement, perceived teacher support, cutting class, and breaking school rules) mediated these associations. Secondary analyses explored whether associations differed for male versus female, high-performing versus low-performing, and Latinx versus non-Latinx students. Results In this predominantly Latinx (83%) sample, gender stigma awareness was associated with delinquency (AOR = 1.48, P< 0.001) and fighting (AOR = 1.15, P< 0.001). School engagement, perceived teacher support, breaking school rules, and cutting classes mediated 42.7% of the association between gender stigma awareness and delinquency and 65.42% of the association between gender stigma awareness and fighting. Gender stigma awareness was also associated with substance use for low-performing (AOR = 1.68, P = 0.003) and non-Latinx adolescents (AOR = 3.80, P = 0.03). School disengagement did not mediate the association between gender stigma awareness and substance use for non-Latinx students but mediated 50% of this association for low-performing students. Conclusions Gender stigma awareness is associated with adolescent risky health behaviors. A decreased sense of acceptance in the school community and increased school misbehavior may mediate these associations. School environments that value and accept all students may better support adolescent health.
Collapse
Affiliation(s)
- Karen Kwaning
- David Geffen School of Medicine at UCLA, Los Angeles, California, United States of America
- * E-mail:
| | - Mitchell Wong
- UCLA General Internal Medicine and Health Services Research, Los Angeles, California, United States of America
| | - Kulwant Dosanjh
- UCLA General Internal Medicine and Health Services Research, Los Angeles, California, United States of America
| | - Christopher Biely
- Department of Pediatrics, David Geffen School of Medicine at UCLA, Los Angeles, California, United States of America
| | - Rebecca Dudovitz
- Department of Pediatrics, David Geffen School of Medicine at UCLA, Los Angeles, California, United States of America
| |
Collapse
|
8
|
Dudovitz RN, Biely C, Barnert ES, Coker TR, Guerrero AD, Jackson N, Schickedanz A, Szilagyi PG, Iyer S, Chung PJ. Association between school racial/ethnic composition during adolescence and adult health. Soc Sci Med 2021; 272:113719. [PMID: 33545496 DOI: 10.1016/j.socscimed.2021.113719] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Revised: 12/24/2020] [Accepted: 01/24/2021] [Indexed: 01/10/2023]
Abstract
OBJECTIVES School racial/ethnic segregation in U.S. schoolsDifferences in school racial/ethnic composition may increase health disparities by concentrating educational opportunities that confer long-term health benefits in schools serving predominantly wwhite students. For racial minority students, high concentrations of white students may increase exposure to racismis also associated with psychologicstress, which may ultimately reduceing the long-term health benefits from educational opportunities. Meanwhile associations of racial/ethnic academic tacking within schools and health have been mixed. We sought to test whether: 1) differences in racial/ethnic composition between schools and, 2) racial/ethnic distribution of students in academic tracks within schools are associated with long-term health benefits or risks for white, Black and Latinx students. METHODS We analyzed the National Longitudinal Study of Adolescent to Adult Health (12,438 participants, collected 1994-2008), to test whether the school-level segregation (percent of non-Latinx white students at participants' school during adolescence) was associated with adult health outcomes at ages 18-26 & 24-32, controlling for contextual factorscomparing Black, Latinx, and white students, and controlling for contextualf factors. A secondary analysis explored whether racial/ethnic cohorting across levels of English courses was associated with each health outcome. RESULTS Attending a school with a higher percent of white students was associated with higher adult depression scores, substance abuse, and worse self-rated health for black Black students; lower depression scores, better self-rated health, and alcohol abuse for white students; and no health differences for Latinx students. Greater within school racial/ethnic cohorting across English courses was associated with increased odds of alcohol abuse for white students; decreased odds of alcohol abuse for Black and Latinx students; and decreased odds of drug abuse for Black students. CONCLUSION Among Bblack youth, attending a school with a higher percentage of white students is associated with worse behavioral health in adulthood. Understanding the potential impacts of school racial/ethnic composition on health is critical to designing policies that maximize access to opportunity and health.Education policies should comprehensively address school quality and racism to maximize adult health.
Collapse
Affiliation(s)
- R N Dudovitz
- UCLA Department of Pediatrics and Children's Development and Innovation Institute, United States.
| | - C Biely
- UCLA Department of Pediatrics and Children's Development and Innovation Institute, United States
| | - E S Barnert
- UCLA Department of Pediatrics and Children's Development and Innovation Institute, United States
| | - T R Coker
- University of Washington Center for Child Health Behavior and Development, United States
| | - A D Guerrero
- UCLA Department of Pediatrics and Children's Development and Innovation Institute, United States
| | - N Jackson
- UCLA Division of General Internal Medicine and Health Services Research, United States
| | - A Schickedanz
- UCLA Department of Pediatrics and Children's Development and Innovation Institute, United States
| | - P G Szilagyi
- UCLA Department of Pediatrics and Children's Development and Innovation Institute, United States
| | - S Iyer
- UCLA Department of Pediatrics and Children's Development and Innovation Institute, United States
| | - P J Chung
- Kaiser Permanente School of Medicine, Health System Science, United States
| |
Collapse
|
9
|
Opara I, Assan MA, Pierre K, Gunn JF, Metzger I, Hamilton J, Arugu E. Suicide among Black Children: An Integrated Model of the Interpersonal-Psychological Theory of Suicide and Intersectionality Theory for Researchers and Clinicians. JOURNAL OF BLACK STUDIES 2020; 51:611-631. [PMID: 34305168 PMCID: PMC8301214 DOI: 10.1177/0021934720935641] [Citation(s) in RCA: 48] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/02/2023]
Abstract
Recently, research has reported that the rates of suicide among Black children between the ages of 5 to 12-years-old are increasing as they are now more likely to commit suicide than White children. Yet, there are very few, if any, frameworks being used by researchers to explain the risks of suicide among Black children. Suicide research has overwhelmingly been focused on White youth thus leaving a critical gap in suicide research. This conceptual paper provides an integrated framework using the Interpersonal-Psychological Theory of Suicide and Intersectionality theory, as a guide for researchers, clinicians, and practitioners to incorporate culturally appropriate techniques in their work as a way to prevent suicide among Black children. This framework highlights racial discrimination, mental health, socioeconomic status, and sexual/gender minority status to be the most preeminent, yet understudied factors leading to suicide risk among Black children in the United States.
Collapse
Affiliation(s)
- Ijeoma Opara
- Stony Brook University School of Social Welfare, Stony Brook, NY, USA
| | | | - Kimberly Pierre
- School of Public Health, Rutgers University, Newark, NJ, USA
| | - John F. Gunn
- Center on Gun Violence Research, Rutgers University, Newark, NJ, USA
| | - Isha Metzger
- Department of Psychology, University of Georgia, Athens, GA, USA
| | - Jahi Hamilton
- Department of Psychology, University of Georgia, Athens, GA, USA
| | - Eileen Arugu
- School of Social Work, Columbia University, New York, NY, USA
| |
Collapse
|
10
|
Henderson DX, Walker L, Barnes RR, Lunsford A, Edwards C, Clark C. A Framework for Race-Related Trauma in the Public Education System and Implications on Health for Black Youth. THE JOURNAL OF SCHOOL HEALTH 2019; 89:926-933. [PMID: 31578726 DOI: 10.1111/josh.12832] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/30/2017] [Revised: 12/02/2018] [Accepted: 12/14/2018] [Indexed: 05/18/2023]
Abstract
BACKGROUND A combination of increased suicide in the past decade, documented high rates of anxiety and depression, and the preponderance of other behavioral and emotional regulation challenges place black youth at risk for school suspension and involvement in the juvenile justice system. Pointing to deficits in black youth and their families negates how forces of racism, whether unconscious or conscious, can disrupt well-being. METHODS A framework for race-related trauma in the public education system illustrates the interplay between macro-level forces, such as institutional and symbolic racism, and micro level forces of racism such as racial discrimination and violence. Identifying causal links between these forces and adverse academic and health outcomes for black youth can inform interventions and strategies to reduce race-related trauma. RESULTS The framework for race-related trauma is a multi-level analysis of racism and recognizes school districts facing economic restraints and school personnel turnover may face significant challenges in designing intervening strategies. CONCLUSION The framework guides change effort towards improving school climate and culture through preparing school professionals to meet the diverse needs of youth, strengthening family and community collaboration, and tackling those policies and behaviors that exclude and disconnect black youth.
Collapse
Affiliation(s)
- Dawn X Henderson
- Center for Faculty Excellence, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599
| | - Larry Walker
- Department of Educational Leadership and Higher Education, University of Central Florida, Orlando, FL, 32816
| | - Rachelle R Barnes
- Department of Psychological Sciences, Winston-Salem State University, Winston-Salem, NC, 27110
| | - Alexis Lunsford
- Department of Psychology, North Carolina Central University, Durham, NC, 27707
| | - Christen Edwards
- Curry School of Education, University of Virginia, Charlottesville, VA, 22904
| | | |
Collapse
|