Journal of community psychology最新文献

This study, grounded in community psychology, explored the lived experiences of incarcerated women in Gauteng, South Africa, focusing on the links between substance use, victimization, and adverse childhood experiences. Semi-structured interviews were conducted individually with 29 women incarcerated in 2 correctional centers in South Africa: Kgoši Mampuru II and Johannesburg Correctional Centre. Interviews explored participants' family backgrounds, experiences with substance use, and involvement with the criminal justice system. The analysis highlighted that participants frequently described substance use as a way of coping with trauma and adversity. This study highlights the need for community-based interventions that address the social determinants of health and empower women to overcome adversity. Implications for trauma-informed care, community support, and social justice advocacy within a community psychology framework are discussed. Gender-responsive approaches in substance use programs for both practitioners and policymakers are also referenced.

Female and/or ethnically minoritized textbook characters are often underrepresented and portrayed in ways that align with negative stereotypes. Previous studies have linked such stereotypes to educational underperformance and to educational choices that diverge from individual skills and preferences. In this study we aim to gain insights into the so-called hidden curriculum; whether students observe a variety of ethnicity and gender among characters in their textbooks. In this cross-national study, one mathematics and one language textbook from Germany, Italy and the Netherlands were analyzed. Ethnically minoritized characters, and specifically female ethnically minoritized characters were proportionally underrepresented. However, such characters were not underrepresented among main characters or those with an occupation. Ethnic and gender underrepresentation was more pronounced in the Italian textbooks than the Dutch and German textbooks. These preliminary results indicate a limited variety of female and/or ethnically minoritized textbook characters, which may reflect and strengthen educational inequalities.

Home-to-school contact can reduce educational inequity. Yet, little research has examined how schools in low- and high-SES neighborhoods engage only-German-speaking and multilingual families. Our mixed-methods study addressed this gap by: (1) analyzing diversity-related codes of conduct and communication strategies, (2) comparing teachers', parents', and students' home-to-school contact perspectives (MANOVA), and (3) linking them to school belonging. Participants included 944 students (M_age = 13.4; 64% multilingual), 28 classroom-teachers (M_age = 46.8), and 352 parents (M_age = 44.5; 40% multilingual). A content analysis of school websites revealed similar diversity-related codes of conduct, focused on tolerance and inclusion. High-SES neighborhoods displayed more customized home-to-school communication strategies. Teachers and parents reported more contact in only-German-speaking families, and teachers reported more contact with multilingual families in high-SES neighborhoods. All three contact perspectives predicted school belonging in high-SES neighborhoods, but only teacher and student-reported contact showed effects in low-SES neighborhoods. Findings call for disentangling informant, SES, and migration factors in diverse schools.

Ethnic microaggressions convey insensitivity or demean a person's ethnic identity and have been documented in educational settings targeting minoritized students. Drawing on the racial noticing framework and insights from teacher psychological characteristics, the present study examined preservice teachers' competence to attend and interpret ethnic microaggressions and explored the attitudinal dispositions (i.e., implicit and explicit prejudice, critical reflection, and empathy) that contribute to teachers' awareness of these discriminatory actions. Using a vignette design across two experimental studies in Germany (Study 1, N = 147, M_age = 23.7; 88% females; Study 2, N = 184, M_age = 23.2; 64.7% females), our results indicated that participants demonstrated noticing ability in detecting microaggressions targeting Turkish heritage students. We found less consistent evidence for the role of participants' attitudinal dispositions as predictors of racial noticing. In Study 1, implicit prejudice was negatively related to attending microaggressions, while, surprisingly, explicit prejudice was positively associated with interpreting microaggressions. However, these findings did not replicate in Study 2. Additionally, higher levels of critical reflection were positively linked to a greater ability in attending and interpreting ethnic microaggressions. We discuss implications for teacher education on noticing ethnic microaggressions in schools.

Ethnic and national identities can be meaningful social identities promoting students' well-being and academic engagement. Unclear is whether and how each identity contributes to ethnic-culturally minoritized versus majoritized adolescents' global identity coherence. Using longitudinal data collected in three cohorts during 2018-2022, we conducted multigroup mediation analyses, testing whether a school-based identity intervention promoted ethnic and national identities (exploration, resolution) 1 week post-intervention (T2), which in turn, promoted identity coherence (more synthesis, less confusion) 8 weeks postintervention (T3). The results showed that the intervention promoted ethnic identity exploration for both groups and ethnic identity resolution for majoritized adolescents. For both groups, ethnic identity resolution predicted less identity confusion. Only for majoritized adolescents, the intervention promoted ethnic identity resolution, which in turn promoted less identity confusion and more synthesis, perhaps due to ceiling effects of minoritized adolescents' ethnic identity resolution. Findings emphasize the role of students' ethnic identity for global identity coherence as a potential resource for their development. The role of national identity on global identity coherence is less clear.