Scott Meagan N, Collins Tai A
Department of Educational, School, and Counseling Psychology, University of Kentucky.
School of Human Services, University of Cincinnati.
Sch Psychol. 2025 Mar;40(2):237-251. doi: 10.1037/spq0000663. Epub 2024 Sep 12.
Although much of the literature on disproportionality has focused on Black boys, Black girls are suspended at higher rates than girls of any other race due to the misconstrued ideology that Black girls are less innocent and feminine and more adultlike than their White counterparts. Culturally responsive interventions at the student level can support students' social, emotional, and behavioral well-being and improve their skills in navigating inequitable school systems. The purpose of the present study was to develop and implement a culturally enriched social emotional learning curriculum, titled , and evaluate the effects of the curriculum on Black girls' academic engagement during classroom instruction, inappropriate behaviors, office discipline referrals, social skill development, racial identity, and self-esteem. Results were mixed for academic engagement, office disciplinary referrals, and social skills development. Additional results found that racial identity was maintained at high levels, and there was a decrease in self-esteem. Based on these preliminary findings, more research is needed to evaluate the effectiveness of Fix Your Crown, Queen intervention on Black adolescent girls. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
尽管关于不均衡现象的许多文献都聚焦于黑人男孩，但黑人女孩的停学率高于其他任何种族的女孩，原因是存在一种被误解的观念，即黑人女孩不如白人女孩天真、女性化，且更像成年人。在学生层面采取具有文化响应性的干预措施，可以支持学生的社会、情感和行为健康，并提高他们在不公平的学校系统中应对的技能。本研究的目的是开发并实施一门名为《修复你的皇冠，女王》的文化丰富型社会情感学习课程，并评估该课程对黑人女孩课堂教学中的学业参与度、不当行为、办公室纪律转介、社交技能发展、种族认同和自尊的影响。在学业参与度、办公室纪律转介和社交技能发展方面，结果喜忧参半。其他结果发现，种族认同保持在较高水平，自尊有所下降。基于这些初步发现，需要更多研究来评估《修复你的皇冠，女王》干预措施对黑人青少年女孩的有效性。（《心理学文摘数据库记录》(c) 2025美国心理学会，保留所有权利）
