Lea Charles H, McCowan Kristin J, Jones Tiffany M, Malorni Angela
Graduate College of Social Work University of Houston Houston Texas USA.
School of Social Work University of Missouri-Columbia Columbia Missouri USA.
Psychol Sch. 2022 Oct;59(10):2022-2041. doi: 10.1002/pits.22575. Epub 2021 Aug 4.
Although racial and ethnic equity-informed school-based strategies are important to addressing racialized structures and processes that create and sustain racial trauma, disadvantage and disparity, little is known about the process of embedding racial and ethnic equity in school-based strategies and how adults and young people perceive them to promote a positive school climate and youth development. Using a qualitative research approach that included focus groups, this study examined student of color and school and community partner staff perceptions of the role and influence racial and ethnic equity-informed school-based strategies in one middle school have on the school's climate and students of color experiences and development. Findings suggest that racial and ethnic equity-informed social and emotional learning strategies are important in facilitating positive student-teacher interactions and identity and social-emotional development among students of color. Participant's experiences in and perceptions of the impact these strategies have on school climate and youth development substantiate the need to understand racial and ethnic equity as a process-oriented approach that requires continuous improvement, rather than just an outcome-focused endeavor. Implications for research and practice are discussed.
尽管以种族和族裔公平为导向的校本策略对于解决造成并维持种族创伤、劣势和差距的种族化结构及过程很重要，但对于在校本策略中融入种族和族裔公平的过程，以及成年人和年轻人如何看待这些策略以促进积极的学校氛围和青少年发展，我们知之甚少。本研究采用包括焦点小组在内的定性研究方法，考察了有色人种学生以及学校和社区合作伙伴工作人员对一所中学中以种族和族裔公平为导向的校本策略在学校氛围、有色人种学生的经历及发展方面所起的作用和影响的看法。研究结果表明，以种族和族裔公平为导向的社会情感学习策略对于促进积极的师生互动以及有色人种学生的身份认同和社会情感发展很重要。参与者对这些策略在学校氛围和青少年发展方面的影响的经历和看法证实，有必要将种族和族裔公平理解为一种注重过程的方法，这种方法需要持续改进，而不仅仅是一项以结果为导向的努力。文中还讨论了对研究和实践的启示。
