Pub Date : 2022-06-01DOI: 10.1080/2372966X.2022.2075710
Nadin Abu Khalaf, Ashley B. Woolweaver, Roslyn Reynoso Marmolejos, Grace A. Little, Katheryn Burnett, D. Espelage
Abstract Despite the rise in anti-Islamic sentiment, Muslim youth’s experiences of religious discrimination are under researched. The goal of this paper is to better understand the complexities associated with religious discrimination for youth and adolescents and how to mitigate the harm caused by these discriminatory experiences. This mixed methods systematic review consists of 44 qualitative and quantitative studies from 34 journals, discussing experiences of religious discrimination for participants ages 4–25 both in the United States and internationally. This review discussed student experiences, the context of school as a conduit for discrimination, how students responded to these instances, including protective factors and recommendations for future research and policy. Impact Statement This article systematically examined experiences of discrimination faced by Muslim students in Pre-K–12 and university settings. The results have implications for researchers, policymakers, and school staff on how to mitigate discriminatory acts toward Muslim students to create a safe and inclusive school environment for all students. Educators and school staff must work on reducing their individual and classroom biases through cultural competence training and a more inclusive curriculum. Policymakers should work to create inclusive practices that promote equity for Muslim students, and researchers should conduct additional projects to better understand the scope and outcomes associated with Islamophobia in schools.
{"title":"The Impact of Islamophobia on Muslim Students: A Systematic Review of the Literature","authors":"Nadin Abu Khalaf, Ashley B. Woolweaver, Roslyn Reynoso Marmolejos, Grace A. Little, Katheryn Burnett, D. Espelage","doi":"10.1080/2372966X.2022.2075710","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2075710","url":null,"abstract":"Abstract Despite the rise in anti-Islamic sentiment, Muslim youth’s experiences of religious discrimination are under researched. The goal of this paper is to better understand the complexities associated with religious discrimination for youth and adolescents and how to mitigate the harm caused by these discriminatory experiences. This mixed methods systematic review consists of 44 qualitative and quantitative studies from 34 journals, discussing experiences of religious discrimination for participants ages 4–25 both in the United States and internationally. This review discussed student experiences, the context of school as a conduit for discrimination, how students responded to these instances, including protective factors and recommendations for future research and policy. Impact Statement This article systematically examined experiences of discrimination faced by Muslim students in Pre-K–12 and university settings. The results have implications for researchers, policymakers, and school staff on how to mitigate discriminatory acts toward Muslim students to create a safe and inclusive school environment for all students. Educators and school staff must work on reducing their individual and classroom biases through cultural competence training and a more inclusive curriculum. Policymakers should work to create inclusive practices that promote equity for Muslim students, and researchers should conduct additional projects to better understand the scope and outcomes associated with Islamophobia in schools.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"206 - 223"},"PeriodicalIF":3.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44885348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/2372966X.2022.2069958
D. Espelage, Rhonda C. Boyd, Tyler L. Renshaw, S. Jimerson
Abstract Youth suicide continues to be a significant public health issue, with especially elevated levels of suicide thoughts and behaviors experienced by marginalized students across race/ethnicity, gender, sexual orientation, and age demographics. This article highlights the importance of contemporary research informing and advancing professional efforts and also introduces a special topic section including eight articles that focus on key gaps in the literature related to mitigating suicide risk among youth in schools. Four survey studies and one systematic review aim to identify risk and protective factors for marginalized and understudied populations, with strong emphasis on cultural considerations around youth suicide; two studies center on the development and evaluation of school-based suicide prevention programs, with a focus on warning signs, professional development, and social validity; and the final paper focuses on learning from student perspectives to improve postvention. This special topic section represents the complexity of youth suicide prevention and postvention and offers school psychologists knowledge and strategies to prevent and intervene to reduce youth suicide. The introduction closes with several recommendations for further advancing science, practice, and policy related to mitigating suicide risk among youth in schools. IMPACT STATEMENT Prevention of youth suicide requires contemporary research and program development. School psychologists can play a critical role in preventing youth suicide through culturally relevant studies, evidence-based training and curriculum, and postvention strategies. Collectively, articles in this special series strengthen the literature for guiding school psychologists in mitigating suicide risk among youth in schools.
{"title":"Addressing Youth Suicide Through School-Based Prevention and Postvention: Contemporary Scholarship Advancing Science, Practice, and Policy","authors":"D. Espelage, Rhonda C. Boyd, Tyler L. Renshaw, S. Jimerson","doi":"10.1080/2372966X.2022.2069958","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2069958","url":null,"abstract":"Abstract Youth suicide continues to be a significant public health issue, with especially elevated levels of suicide thoughts and behaviors experienced by marginalized students across race/ethnicity, gender, sexual orientation, and age demographics. This article highlights the importance of contemporary research informing and advancing professional efforts and also introduces a special topic section including eight articles that focus on key gaps in the literature related to mitigating suicide risk among youth in schools. Four survey studies and one systematic review aim to identify risk and protective factors for marginalized and understudied populations, with strong emphasis on cultural considerations around youth suicide; two studies center on the development and evaluation of school-based suicide prevention programs, with a focus on warning signs, professional development, and social validity; and the final paper focuses on learning from student perspectives to improve postvention. This special topic section represents the complexity of youth suicide prevention and postvention and offers school psychologists knowledge and strategies to prevent and intervene to reduce youth suicide. The introduction closes with several recommendations for further advancing science, practice, and policy related to mitigating suicide risk among youth in schools. IMPACT STATEMENT Prevention of youth suicide requires contemporary research and program development. School psychologists can play a critical role in preventing youth suicide through culturally relevant studies, evidence-based training and curriculum, and postvention strategies. Collectively, articles in this special series strengthen the literature for guiding school psychologists in mitigating suicide risk among youth in schools.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"51 1","pages":"257 - 265"},"PeriodicalIF":3.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46967463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-19DOI: 10.1080/2372966X.2022.2029218
I. T. Ten Bokkel, D. Roorda, Marlies Maes, K. Verschueren, H. Colpin
Abstract This meta-analysis synthesizes evidence about the associations of affective teacher–student relationships with bullying perpetration and peer victimization. A systematic database search resulted in 65 primary studies (k) that met the inclusion criteria. The final sample included 185,881 students from preschool to high school. Separate multilevel analyses were conducted for bullying perpetration (k = 25, N = 97,627) and peer victimization (k = 57, N = 151,653). Results showed small to medium, negative overall correlations between teacher-student relationship quality and both bullying perpetration (r = −.17, 95% CI [−.21, −.14]) and peer victimization (r = −.14, 95% CI [−.17, −.11]). Teacher-student relationship quality was also related to less subsequent peer victimization (b = −0.05, 95% CI [−0.08, −0.02]). Associations between teacher-student relationship quality and bullying were stronger for ethnic minority students and when the same informant reported about both variables. Associations with peer victimization were stronger for negative (e.g., conflict) than for positive (e.g., closeness) relationship indicators and when the same informant was used for both variables. Generally, findings demonstrate that higher-quality teacher-student relationships are related to less bullying perpetration and less peer victimization. Hence, promoting positive and minimizing negative teacher-student relationships may help to tackle school-based bullying and peer victimization. Impact Statement The current meta-analysis examined the link between affective teacher-student relationships and two persistent problems in schools: bullying perpetration and peer victimization. Results including 65 primary studies demonstrated that higher-quality teacher-student relationships were related to less bullying perpetration and less peer victimization. Thus, promoting positive and minimizing negative teacher–student relationships may be important targets in bullying prevention and intervention efforts in schools.
{"title":"The Role of Affective Teacher–Student Relationships in Bullying and Peer Victimization: A Multilevel Meta-Analysis","authors":"I. T. Ten Bokkel, D. Roorda, Marlies Maes, K. Verschueren, H. Colpin","doi":"10.1080/2372966X.2022.2029218","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2029218","url":null,"abstract":"Abstract This meta-analysis synthesizes evidence about the associations of affective teacher–student relationships with bullying perpetration and peer victimization. A systematic database search resulted in 65 primary studies (k) that met the inclusion criteria. The final sample included 185,881 students from preschool to high school. Separate multilevel analyses were conducted for bullying perpetration (k = 25, N = 97,627) and peer victimization (k = 57, N = 151,653). Results showed small to medium, negative overall correlations between teacher-student relationship quality and both bullying perpetration (r = −.17, 95% CI [−.21, −.14]) and peer victimization (r = −.14, 95% CI [−.17, −.11]). Teacher-student relationship quality was also related to less subsequent peer victimization (b = −0.05, 95% CI [−0.08, −0.02]). Associations between teacher-student relationship quality and bullying were stronger for ethnic minority students and when the same informant reported about both variables. Associations with peer victimization were stronger for negative (e.g., conflict) than for positive (e.g., closeness) relationship indicators and when the same informant was used for both variables. Generally, findings demonstrate that higher-quality teacher-student relationships are related to less bullying perpetration and less peer victimization. Hence, promoting positive and minimizing negative teacher-student relationships may help to tackle school-based bullying and peer victimization. Impact Statement The current meta-analysis examined the link between affective teacher-student relationships and two persistent problems in schools: bullying perpetration and peer victimization. Results including 65 primary studies demonstrated that higher-quality teacher-student relationships were related to less bullying perpetration and less peer victimization. Thus, promoting positive and minimizing negative teacher–student relationships may be important targets in bullying prevention and intervention efforts in schools.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"110 - 129"},"PeriodicalIF":3.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43223628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-19DOI: 10.1080/2372966X.2022.2036077
Sherrie L. Proctor, Kathrynne Li, Natasha Chait, Sehrish Gulfaraz
Abstract This study used an exploratory case study approach to explore the race-related experiences of a Black male specialist level school psychology graduate student. We used the CRT tenets of racism as normal and permanent and intersectionality and antiessentialism to help us make sense of the findings. Findings revealed that race and racism did not negatively impact the case study participant’s experiences within his school psychology program at the university. However, racism was pervasive during his internship year, as it influenced interactions with white teachers and parents. Implications for school psychology graduate education are discussed, including the need for school psychologists to actively engage behaviors that disrupt systems of oppression like racism if the profession is to meet its antiracist aims. Impact Statement This case study uses Critical Race Theory to help us make sense of a Black male’s experiences in a school psychology program. Findings showed the participant did not perceive his race or racism as a barrier to relationships with program peers or faculty, but racism negatively impacted his experience at his field-based internship sites. Implications suggest the need for school psychology graduate programs to enroll students who are inclusive and open to engaging racial issues, faculty who engage culturally-responsive mentoring practices, and the presence of school psychologists of color as university professors and supervisors in PK–12 schools.
{"title":"Use of Critical Race Theory to Understand the Experiences of an African American Male During School Psychology Graduate Education","authors":"Sherrie L. Proctor, Kathrynne Li, Natasha Chait, Sehrish Gulfaraz","doi":"10.1080/2372966X.2022.2036077","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2036077","url":null,"abstract":"Abstract This study used an exploratory case study approach to explore the race-related experiences of a Black male specialist level school psychology graduate student. We used the CRT tenets of racism as normal and permanent and intersectionality and antiessentialism to help us make sense of the findings. Findings revealed that race and racism did not negatively impact the case study participant’s experiences within his school psychology program at the university. However, racism was pervasive during his internship year, as it influenced interactions with white teachers and parents. Implications for school psychology graduate education are discussed, including the need for school psychologists to actively engage behaviors that disrupt systems of oppression like racism if the profession is to meet its antiracist aims. Impact Statement This case study uses Critical Race Theory to help us make sense of a Black male’s experiences in a school psychology program. Findings showed the participant did not perceive his race or racism as a barrier to relationships with program peers or faculty, but racism negatively impacted his experience at his field-based internship sites. Implications suggest the need for school psychology graduate programs to enroll students who are inclusive and open to engaging racial issues, faculty who engage culturally-responsive mentoring practices, and the presence of school psychologists of color as university professors and supervisors in PK–12 schools.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"372 - 388"},"PeriodicalIF":3.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42004439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-14DOI: 10.1080/2372966x.2022.2034475
Ashley B. Woolweaver, Jessica C. Barbour, D. Espelage
{"title":"An Exploratory Analysis of Financial Status and Risk Factor Interactions for Bullying Victimization","authors":"Ashley B. Woolweaver, Jessica C. Barbour, D. Espelage","doi":"10.1080/2372966x.2022.2034475","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2034475","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45575172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-14DOI: 10.1080/2372966x.2022.2034474
J. Hong, Yueqi Yan, D. Espelage, K. Tabb, S. Caravita, Dexter R. Voisin
{"title":"Peer Victimization and Adverse Psychosocial Wellbeing of Black/White Biracial Adolescents: Is Ease of Talking With Family a Protective Buffer?","authors":"J. Hong, Yueqi Yan, D. Espelage, K. Tabb, S. Caravita, Dexter R. Voisin","doi":"10.1080/2372966x.2022.2034474","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2034474","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46583194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-22DOI: 10.1080/2372966X.2021.1963998
Sally L. Grapin, Lindsay M. Fallon
Abstract A considerable body of literature has explored the impact of individual and structural racism on the work of school psychologists; however, less research has focused on White privilege specifically. Moreover, much of school psychology’s current scholarship on White privilege has focused on issues in training and practice, with relatively less literature exploring its intersection with research activities. In this article, we describe the emergence of Whiteness studies and their relevance for school psychology. We outline an ecological model for conceptualizing White privilege across four stages of the research process: (a) research inputs, (b) transformations, (c) research outputs, and (d) applications of research to practice. We also describe macrolevel and microlevel influences that shape school psychologists’ research activities at each of these stages. Finally, we outline recommendations for dismantling White privilege across all stages of the research process. Impact Statement White privilege has a substantial role in shaping the research activities of school psychologists, including their research questions, access to resources, methodological preferences, publications, and applications to practice. Advancing equity and social justice in school psychology will involve interrogating and dismantling White privilege at all stages of the research process.
{"title":"Conceptualizing and Dismantling White Privilege in School Psychology Research: An Ecological Model","authors":"Sally L. Grapin, Lindsay M. Fallon","doi":"10.1080/2372966X.2021.1963998","DOIUrl":"https://doi.org/10.1080/2372966X.2021.1963998","url":null,"abstract":"Abstract A considerable body of literature has explored the impact of individual and structural racism on the work of school psychologists; however, less research has focused on White privilege specifically. Moreover, much of school psychology’s current scholarship on White privilege has focused on issues in training and practice, with relatively less literature exploring its intersection with research activities. In this article, we describe the emergence of Whiteness studies and their relevance for school psychology. We outline an ecological model for conceptualizing White privilege across four stages of the research process: (a) research inputs, (b) transformations, (c) research outputs, and (d) applications of research to practice. We also describe macrolevel and microlevel influences that shape school psychologists’ research activities at each of these stages. Finally, we outline recommendations for dismantling White privilege across all stages of the research process. Impact Statement White privilege has a substantial role in shaping the research activities of school psychologists, including their research questions, access to resources, methodological preferences, publications, and applications to practice. Advancing equity and social justice in school psychology will involve interrogating and dismantling White privilege at all stages of the research process.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"504 - 517"},"PeriodicalIF":3.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43978850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-09DOI: 10.1080/2372966X.2021.2024767
Kelly L. Edyburn, Agustina Bertone, T. Raines, T. Hinton, Jennifer M Twyford, E. Dowdy
Abstract Social justice-centered training has progressed in school psychology, yet training and practice still do not adequately address systems-level influences on mental health, let alone focus on dismantling the systemic inequities that adversely affect the wellbeing of marginalized children and youth. An equity- and intersectional justice-minded framework for training future school psychologists in school-based mental health is presented, informed by the theories of intersectionality, critical race theory, social determinants of health, and radical healing. The proposed framework is based on reflective practice and incorporates three pillars that emphasize the importance of decentralizing psychodiagnostic assessment, centralizing systems-level work, and renewing focus on strengths and healing. To advance training that critically evaluates social factors that affect child wellbeing while honoring children’s identities and strengths, various ways in which graduate programs can enact this paradigm shift are discussed. Future directions for the field, including research and policy, are also presented. Impact Statement This article offers a framework to train school psychologists on how to intervene at the systems and societal levels to promote equity in child mental health. The first pillar emphasizes the need to decentralize psychodiagnostic assessment in school psychology practice—in order to move away from predominantly reactive, deficit-focused assessment activities that perpetuate inequities and to carve out more time for prevention of mental health difficulties and promotion of wellness. The second pillar centralizes systems-level work, particularly through additional training in MTSS, systems-level consultation to build capacity and develop novel initiatives to address social determinants of mental health, and advocacy and policy work. The third pillar involves training with a renewed focus on strengths, as helping marginalized children resist and heal from oppression requires reversing entrenched tendencies to pathologize, and building on individual, familial, and cultural strengths to foster wellbeing.
{"title":"Integrating Intersectionality, Social Determinants of Health, and Healing: A New Training Framework for School-Based Mental Health","authors":"Kelly L. Edyburn, Agustina Bertone, T. Raines, T. Hinton, Jennifer M Twyford, E. Dowdy","doi":"10.1080/2372966X.2021.2024767","DOIUrl":"https://doi.org/10.1080/2372966X.2021.2024767","url":null,"abstract":"Abstract Social justice-centered training has progressed in school psychology, yet training and practice still do not adequately address systems-level influences on mental health, let alone focus on dismantling the systemic inequities that adversely affect the wellbeing of marginalized children and youth. An equity- and intersectional justice-minded framework for training future school psychologists in school-based mental health is presented, informed by the theories of intersectionality, critical race theory, social determinants of health, and radical healing. The proposed framework is based on reflective practice and incorporates three pillars that emphasize the importance of decentralizing psychodiagnostic assessment, centralizing systems-level work, and renewing focus on strengths and healing. To advance training that critically evaluates social factors that affect child wellbeing while honoring children’s identities and strengths, various ways in which graduate programs can enact this paradigm shift are discussed. Future directions for the field, including research and policy, are also presented. Impact Statement This article offers a framework to train school psychologists on how to intervene at the systems and societal levels to promote equity in child mental health. The first pillar emphasizes the need to decentralize psychodiagnostic assessment in school psychology practice—in order to move away from predominantly reactive, deficit-focused assessment activities that perpetuate inequities and to carve out more time for prevention of mental health difficulties and promotion of wellness. The second pillar centralizes systems-level work, particularly through additional training in MTSS, systems-level consultation to build capacity and develop novel initiatives to address social determinants of mental health, and advocacy and policy work. The third pillar involves training with a renewed focus on strengths, as helping marginalized children resist and heal from oppression requires reversing entrenched tendencies to pathologize, and building on individual, familial, and cultural strengths to foster wellbeing.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"563 - 585"},"PeriodicalIF":3.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44562066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-09DOI: 10.1080/2372966X.2021.2000843
A. Rasooli, H. Zandi, Christopher DeLuca
Abstract Empirical research in education has largely adopted quantitative approaches to measure teachers’ and students’ perceptions of fairness and justice in classroom contexts. The purpose of this study is to understand the validity evidence of fairness and justice instruments including how fairness and justice have been conceptualized in measures. Through a systematic review method, 96 quantitative studies were identified and their measurement instruments were analyzed based on five validity criteria: (a) framework and conceptualization of construct, (b) response processes, (c) internal structure, (d) internal consistency reliability, and (e) relationship to other variables. Results showed that most studies conceptualized classroom fairness and justice from organizational and social psychological theories with only a few conducting rigorous statistical analyses to support their validity interpretations. Findings are critically discussed and point to the need to develop a theory of fairness and justice rooted in classroom contexts. Impact Statement By reviewing the quality of classroom fairness instruments, this study provides guidance to school psychologists, teachers, and educational researchers with the choice of reliable instruments to promote fairer school culture and climate that supports students’ academic engagement and motivation as well as mental health at schools. Supplemental data for this article can be accessed online at https://doi.org/10.1080/2372966X.2021.2000843. Supplemental data for this article is available online at https://doi.org/10.1080/2372966X.2021.2000843 .
{"title":"Measuring Fairness and Justice in the Classroom: A Systematic Review of Instruments’ Validity Evidence","authors":"A. Rasooli, H. Zandi, Christopher DeLuca","doi":"10.1080/2372966X.2021.2000843","DOIUrl":"https://doi.org/10.1080/2372966X.2021.2000843","url":null,"abstract":"Abstract Empirical research in education has largely adopted quantitative approaches to measure teachers’ and students’ perceptions of fairness and justice in classroom contexts. The purpose of this study is to understand the validity evidence of fairness and justice instruments including how fairness and justice have been conceptualized in measures. Through a systematic review method, 96 quantitative studies were identified and their measurement instruments were analyzed based on five validity criteria: (a) framework and conceptualization of construct, (b) response processes, (c) internal structure, (d) internal consistency reliability, and (e) relationship to other variables. Results showed that most studies conceptualized classroom fairness and justice from organizational and social psychological theories with only a few conducting rigorous statistical analyses to support their validity interpretations. Findings are critically discussed and point to the need to develop a theory of fairness and justice rooted in classroom contexts. Impact Statement By reviewing the quality of classroom fairness instruments, this study provides guidance to school psychologists, teachers, and educational researchers with the choice of reliable instruments to promote fairer school culture and climate that supports students’ academic engagement and motivation as well as mental health at schools. Supplemental data for this article can be accessed online at https://doi.org/10.1080/2372966X.2021.2000843. Supplemental data for this article is available online at https://doi.org/10.1080/2372966X.2021.2000843 .","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"639 - 664"},"PeriodicalIF":3.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41519696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-04DOI: 10.1080/2372966X.2022.2044237
Sam Song, Cixin Wang, D. Espelage, P. Fenning, S. Jimerson
Abstract Two years later, the COVID-19 pandemic continues to impact children, families, and schools around the world. COVID-19 spread, cases, vaccinations, hospitalizations, and deaths persist. Educational professionals around the world continue to adapt and adjust to the ongoing configurations of in-person, distance/remote, and hybrid instructional context. This third series of articles in this special topic section of School Psychology Review further informs innovations and adaptations in research, training, and practice relevant to the field of school psychology during the COVID-19 pandemic. This introduction describes the ongoing impacts on children, schools, and communities around the world, offers reflections on recent scholarship focused on the COVID-19 pandemic and school psychology, and also shares a synthesis from the next seven articles featured in this second edition of the special topic section focused on adaptations and new directions for the field of school psychology. Impact Statement The continuing COVID-19 pandemic has resulted in numerous complications and onging challenges in he fields of education and school psychology around the world. . R Contemporary scholarship informs innovations and adaptations that will benefits school psychologists and other education professionals within and beyond the COVID-19 syndemic. The recent research identifies the persistent deleterious impacts on parents and children, and also provides valuable information regarding the use of telehealth to support students and families.
{"title":"COVID-19 and School Psychology: Research Reveals the Persistent Impacts on Parents and Students, and the Promise of School Telehealth Supports","authors":"Sam Song, Cixin Wang, D. Espelage, P. Fenning, S. Jimerson","doi":"10.1080/2372966X.2022.2044237","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2044237","url":null,"abstract":"Abstract Two years later, the COVID-19 pandemic continues to impact children, families, and schools around the world. COVID-19 spread, cases, vaccinations, hospitalizations, and deaths persist. Educational professionals around the world continue to adapt and adjust to the ongoing configurations of in-person, distance/remote, and hybrid instructional context. This third series of articles in this special topic section of School Psychology Review further informs innovations and adaptations in research, training, and practice relevant to the field of school psychology during the COVID-19 pandemic. This introduction describes the ongoing impacts on children, schools, and communities around the world, offers reflections on recent scholarship focused on the COVID-19 pandemic and school psychology, and also shares a synthesis from the next seven articles featured in this second edition of the special topic section focused on adaptations and new directions for the field of school psychology. Impact Statement The continuing COVID-19 pandemic has resulted in numerous complications and onging challenges in he fields of education and school psychology around the world. . R Contemporary scholarship informs innovations and adaptations that will benefits school psychologists and other education professionals within and beyond the COVID-19 syndemic. The recent research identifies the persistent deleterious impacts on parents and children, and also provides valuable information regarding the use of telehealth to support students and families.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"51 1","pages":"127 - 131"},"PeriodicalIF":3.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45673110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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