› › Centering Racism To Examine School Safety For Black High School Students

Centering Racism to Examine School Safety for Black High School Students

Author : Elianny C Edwards

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Page : 0 pages

File Size : 33,12 MB

Release : 2022

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Research has well documented the ways that race and culture impact how youth experience and navigate school. Even so, frameworks and measures for assessing school climate and safety remain largely colorblind and have yet to operationalize the impact of institutional racism on Black youths' feelings of school safety. This dissertation interrupts colorblind discourse of school climate and safety to address institutional racism in schools as a threat to Black youth. The first aim of this dissertation was to use a traditional single-item measure of school safety to highlight racial-ethnic disparities among 9th grade high school youths. The second aim was to show how applying a racial lens to assessing Black youths' feelings of school safety can provide novel and valuable insight into relevant factors that influence the safety of Black youth in school-factors that would otherwise go unnoticed via traditional colorblind measures of school safety. Aims were fulfilled using a quantitative approach across two cross-sectional studies. Data for the studies came from the 2017-2018 and 2018-2019 high school administration of the California Healthy Kids Survey (CHKS), an anonymous comprehensive survey of school climate and safety, student wellness, and youth resiliency. Study 1 used multilevel modeling to examine the relationship between race-ethnicity and feelings of school safety, as well as the moderating effect of different student-level and school-level factors. Student-level factors included sex, socioeconomic status, and different measures of social-emotional and physical experiences at school. School size and racial-ethnic diversity were examined as school-level factors. The analytic sample consisted of 337,484 youth of diverse racial-ethnic backgrounds (Black/African American= 4.1%, White=21.3%, Latino=47.2%, Asian=18.8%, Multi-Racial=6.0%, and Other Race-Ethnicity=2.5%). Study 2 used an analytic sample of only Black 9th grade students (n=877). Drawing from Edwards (2021) Intersectional Ecological Framework for Defining School Safety for Black Students, Study 2 used a racial lens to reconfigure items from different measures of the CHKS to capture some of the racialized experiences of Black youth in school. Restructured items were used in a confirmatory factor analysis (CFA) examining Black Student Safety as a higher-order latent construct with four-factors: racial-cultural safety, academic safety, physical-environmental safety, and perceptions of school police. Multilevel modeling was then used to test the extent to which the new higher order construct predicted important outcomes for Black youth including perceptions of caring relationships at school, academic motivation, and goals and aspirations. Results from Study 1 showed that Black 9th grade students felt significantly less safe at school than their White peers. Further, the effect of race-ethnicity on feelings of school safety was significantly moderated by sex, violent victimization, and academic motivation. Results for the CFA in Study 2 confirmed the higher-order structure of Black Student Safety. As an aggregate construct Black Student Safety significantly predicted Black youths' feelings of school safety. Examining its' individual factors showed that racial-cultural, academic, and physical-environmental safety were stronger predictors of caring relationships, academic outcomes, and goals and aspirations for Black youth than the single-item measure of school safety. Together, findings from this dissertation emphasize a need for more comprehensive, multidimensional frameworks and instruments for assessing the safety of Black youth in schools.



The Experiences of Black Students Attending Predominantly White High Schools

Author : Jamina Shani Clay

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Page : 0 pages

File Size : 39,66 MB

Release : 2021

Category : African American high school students

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This phenomenological study examines the ways Black students attending predominantly White high schools were connected to their school environment. Set in a suburban county located outside of a large urban city, this study included 15 participants who self-identified as Black American and had graduated between 2017 and 2020 from schools where Black students accounted for 10% or less of the total district population. Their experiences as racial minorities shaped their outlooks on life, as well as their school and community connections. Using critical race theory's tenet of counter-storytelling and culturally relevant pedagogy as the conceptual framework, I collected data using one-to-one interviews. Participants shared experiences with instructional programming and perceptions of caring, inclusive learning communities. Analyzed using inductive coding, data found that Black students in predominantly White high schools sought out spaces in their schools where they felt safe and loved by teachers. They wanted representation of their race in the curriculum and teaching staff, and they felt that the lack of representation impacted not only themselves but also their peers. Black students found temporary belonging and a sense of safety in some classrooms, clubs, and sports; however, this did not translate to a significant connection to the school environment. The "Trump effect" was an unexpected theme that emerged in a conversation about safe spaces and opportunities. This refers to Black students feeling isolated, ignored, and in a sense attacked, while their peers reveled in Trump's election. Recommendations for further study include identifying policies to increase the percentage of Black teachers in predominantly White high schools, implementing culturally and linguistically sensitive curriculum, and developing policies to protect Blackness in the school environment. More funding is needed to create safe, supportive spaces for Black students within predominantly White high schools. Addressing behaviors related to "the Trump effect" is a critical part of creating safe spaces and a sense of belonging.



Ignored Burden

Author : Allison Lindsay Scott

Publisher :

Page : 582 pages

File Size : 14,24 MB

Release : 2009

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Black School, White School

Author : Jeffrey S. Brooks

Publisher : Teachers College Press

Page : 177 pages

File Size : 25,48 MB

Release : 2012-03-30

Category : Education

ISBN : 0807753122

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How do race and race relations influence leadership practice and the education of students? In this timely and provocative book, the author identifies cultural and unstated norms and beliefs around race and race relations, and explores how these dynamics influence the kind of education students receive. Drawing on findings from extensive observations, interviews, and documents, the author reveals that many decisions that should have been based on pedagogy (or what is best for students) were instead inspired by conscious and unconscious racist assumptions, discrimination, and stereotypes. With applicable implications and lessons for all, this book will help schools and leadership programs to take the next step in addressing longstanding and deeply entrenched inequity and inequality in schools.



Reckoning With Racism in Family–School Partnerships

Author : Jennifer L. McCarthy Foubert

Publisher : Teachers College Press

Page : 117 pages

File Size : 33,88 MB

Release : 2022

Category : Education

ISBN : 0807781177

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Drawing from the lived experiences of Black parents as they engaged with their children’s K–12 schools, this book brings a critical race theory (CRT) analysis to family-school partnerships. The author examines persistent racism and white supremacy at school, Black parents’ resistance, and ways school communities can engage in more authentic partnerships with Black and Brown families. The children in this study attended schools with varying demographics and reputations. Their parents were engaged in these schools in the highly visible ways educators and policymakers traditionally say is important for children’s education, such as proactively communicating with teachers, helping with homework, and joining PTOs. The author argues that, because of the relentless anti-Black racism Black families experience in schools, educators must depart from race-evasive approaches and commit to more liberatory family-school partnerships. Book Features: Includes an introduction to CRT and explains how it informed this study.Draws from Derrick Bell’s notion of racial realism to make sense of Black parent participants advocating for high-quality education in the context of persistent anti-Black racism.Examines how Black parents resisted individualism and were, instead, committed to improving the education of all marginalized children.Shows how white supremacy operated in shared school governance despite schools having inclusive practices.Explores how anxiety and stress caused by the Trump presidency impacted parents’ school engagement.Describes three ways any school community can develop family-school partnerships for collective educational justice.



Lift Every Voice

Author : Lucinda Harris

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Page : 0 pages

File Size : 45,10 MB

Release : 2022

Category : African American high school students

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This qualitative study examined the experiences of racism and discrimination of Black high school students from two diverse high schools in the northeastern United States. Data was collected from 8 individual semi-structured interviews that focused on their lived experiences and how they navigated racialized encounters. Utilizing (CRT) as a framework, this study revealed the lived reality of the 8 Black high school students. Participants recounted stories of racial stereotyping, discrimination from educators and peers, and the exclusionary aspects of the school’s curriculum and access to resources. Their stories also revealed the use of counterspaces to help them cope. Counterspaces acted as a buffer to their racialized experiences by allowing them the space to use their voice, share their stories, process their feelings and thoughts, and reflect on their experiences. The ability to communicate openly without the threat of feeling judged also supplied them with the tools needed to negotiate future racialized encounters. Findings in the form of storytelling indicate that racism and discrimination exist in diverse spaces negating the idea that diversity signifies equity. Additionally, the results support CRT tenets of the Permanence and Intercentricity of Race and Racism in diverse educational spaces, Critique of Liberalism as an operating premise in education, and the Commitment to Social Justice to evoke change. This study contributes to the limited qualitative research on the voices of Black students’’ lived experiences of racism and discrimination in diverse public high schools and affirms the importance of CRT.



Integration Interrupted

Author : Karolyn Tyson

Publisher : Oxford University Press

Page : 240 pages

File Size : 33,24 MB

Release : 2011-02-21

Category : Social Science

ISBN : 0199793018

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An all-too-popular explanation for why black students aren't doing better in school is their own use of the "acting white" slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, Integration Interrupted argues that when students understand race to be connected with achievement, it is a powerful lesson conveyed by schools, not their peers. Drawing on over ten years of ethnographic research, Karolyn Tyson shows how equating school success with "acting white" arose in the aftermath of Brown v. Board of Education through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about "the burden of acting white" emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs and consequences daily. The rich narratives in Integration Interrupted throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but instead with how we organize our schools.



Blacked Out

Author : Signithia Fordham

Publisher : University of Chicago Press

Page : 426 pages

File Size : 46,75 MB

Release : 1996-05

Category : Education

ISBN : 0226257142

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Acknowledgments Prologue Introduction: Stalking Culture and Meaning and Looking in a Refracted Mirror 1: Schooling and Imagining the American Dream: Success Alloyed with Failure 2: Becoming a Person: Fictive Kinship as a Theoretical Frame 3: Parenthood, Childrearing, and Female Academic Success 4: Parenthood, Childrearing, and Male Academic Success 5: Teachers and School Officials as Foreign Sages6: School Success and the Construction of "Otherness" 7: Retaining Humanness: Underachievement and the Struggle to Affirm the Black Self 8: Reclaiming and Expanding Humanness: Overcoming the Integration Ideology Afterword Policy Implications Notes Bibliography Index Copyright © Libri GmbH. All rights reserved.



Let's Stop Calling it an Achievement Gap

Author : Autumn A. Arnett

Publisher : IAP

Page : 141 pages

File Size : 15,85 MB

Release : 2019-01-01

Category : Social Science

ISBN : 1641135204

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Book Description

Between 1980 and 2005, 45 states were involved in lawsuits around equity of funding and adequacy of education provided to all students in the state. Indeed, this investigation could have included any cities in America, and the themes likely would have been the same: Lower funding and resources, disproportionate numbers of teachers and school leaders who do not look like the students they serve, debates over the public’s responsibility to provide fair and equitable education for all students in the jurisdiction, implicit biases from the top to the bottom and a resegregation of schools in America. Integration for Black families was never about an idea that Black students were better off if they could be around White students, it was about the idea that Black students would be better off if they could have access to the same education that White students had — but residential segregation still enables de facto school segregation, when it isn’t coded into policy. For the overwhelming majority of Black students, they’re stuck in segregated, underperforming schools. Schools where the teachers are dedicated to the mission, but where the cities and districts and states have failed to uphold their basic responsibility to maintain the upkeep of the schools and provide enough desks for each child and current textbooks.



Black Students and School Failure

Author : Jacqueline J. Irvine

Publisher : Praeger

Page : 184 pages

File Size : 39,66 MB

Release : 1990-03-26

Category : Education

ISBN :

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Research findings by the National Commission on Excellence, the Children's Defense Fund, and the College Board, among others, suggest that much work remains to be done to upgrade the educational experience and performance of the fastest growing segment of the American school population, blacks and other minorities. This country's survival and strength will ultimately depend on the quality of education given to this important group that has been systematically and effectively excluded from the benefits of educational opportunity. Without these benefits, blacks and other minorities will never achieve economic independence, and the self-perpetuating cycle of poor school achievement, poverty, and teen parenthood will grind on relentlessly. This important study addresses the many facets of this complex problem by explicating its many roots, assessing strengths and weaknesses inherent in the present system, and proposing strategies for dynamic changes. Chapter 1 reviews various societal prescriptions regarding education and descriptive practices harmful to black students and uncovers a hidden curriculum. The focus of Chapter 2 is on cultural synchronization in style, language, and cognition and on how disappearing black educators increase the lack of synchronization. Chapters 3 and 4 detail the effects of teacher expectations in various contexts including grade level, subject, and time of year, and present a thorough research study of teacher-student interactions. The last two chapters outline strategies for change and implications for training and staff development exploring Afro-centric responses, parent involvement, relevant research findings, and various staff development competencies for policy development and prejudice reduction. The detailed introductory essay, the seven tables and five figures, and an appendix that provides supplemental information describing the research study methodology in Chapter 4 complete this valuable volume. Scholars and students of Afro-American and African Studies, as well as educational administrators and practitioners will find this work both timely and provocative.