Pub Date : 2023-09-26DOI: 10.1080/00405841.2023.2259252
Erin Girio-Herrera, Rebecca Ferro, Minha Asif, Candice Aston
ABSTRACTThe opportunity gap has contributed to unequal educational opportunities and success among Black youth, college students, and early career professionals. The American Psychological Association, Association for Black Psychologists, and Academics for Black Survival and Wellness (A4BL) have called psychologists to act in support of Black lives in higher education. Most research and guidance on this topic are communicated in a siloed manner (e.g. content for multicultural psychology courses) and across single domains (e.g. teaching). However, closing the gap warrants widespread change at many levels, requiring psychology professors to have a multifaceted impact simultaneously through their many roles. This article reviews 1) the opportunity gap in higher education and among early career psychologists; 2) psychology’s contribution to this gap; 3) evidence-based strategies to address the gap in higher education and in training the next generation of psychologists; and 4) one psychology professor’s multifaceted plan and actions in response to A4BL call to action including notable outcomes and lessons learned.KEYWORDS: Opportunity gapBlack studentshigher educationpsychologistspsychology professorsanti-racismDisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. Additional Resources1. Anti-Racist Pedagogy in Action: First Steps (website)https://ctl.columbia.edu/resources-and-technology/resources/anti-racist-pedagogy/This website offers anti-racist pedagogical strategies for professors in higher education. This guide discusses 5 steps, along with in-depth resources that educators can use to implement in the classroom. It also includes reflective prompts to guide professors in anti-racist pedagogy.2. Cisneros, D., Anandavalli, S., Brown, E. M., Whitman, J. S., & Chaney, M. P. (2023). Anti-racist mentorship: a multicultural and social justice approach to mentoring students identifying as Black, Indigenous, and persons of color in counselor education. Journal of Counselor Leadership & Advocacy, 10, 63–75. https://doi.org/10.1080/2326716X.2022.2162462This article was written to provide strategies on mentoring BIPOC students in counseling education and discusses important factors for mentors to keep in mind when advising BIPOC students. A case study is provided at the end for a more in-depth review of anti-racist mentoring.3. Sarr, F., Knight, S., Strauss, D., Ouimet, A. J., Cénat, J. M., Williams, M. T., & Shaughnessy, K. (2022). Increasing the representation of Black, Indigenous, and People of Colour as students in psychology doctoral programmes. Canadian Psychology, 63(4)
{"title":"Improving Black Student Outcomes: The Multifaceted Role of Psychology Professors in Higher Education","authors":"Erin Girio-Herrera, Rebecca Ferro, Minha Asif, Candice Aston","doi":"10.1080/00405841.2023.2259252","DOIUrl":"https://doi.org/10.1080/00405841.2023.2259252","url":null,"abstract":"ABSTRACTThe opportunity gap has contributed to unequal educational opportunities and success among Black youth, college students, and early career professionals. The American Psychological Association, Association for Black Psychologists, and Academics for Black Survival and Wellness (A4BL) have called psychologists to act in support of Black lives in higher education. Most research and guidance on this topic are communicated in a siloed manner (e.g. content for multicultural psychology courses) and across single domains (e.g. teaching). However, closing the gap warrants widespread change at many levels, requiring psychology professors to have a multifaceted impact simultaneously through their many roles. This article reviews 1) the opportunity gap in higher education and among early career psychologists; 2) psychology’s contribution to this gap; 3) evidence-based strategies to address the gap in higher education and in training the next generation of psychologists; and 4) one psychology professor’s multifaceted plan and actions in response to A4BL call to action including notable outcomes and lessons learned.KEYWORDS: Opportunity gapBlack studentshigher educationpsychologistspsychology professorsanti-racismDisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. Additional Resources1. Anti-Racist Pedagogy in Action: First Steps (website)https://ctl.columbia.edu/resources-and-technology/resources/anti-racist-pedagogy/This website offers anti-racist pedagogical strategies for professors in higher education. This guide discusses 5 steps, along with in-depth resources that educators can use to implement in the classroom. It also includes reflective prompts to guide professors in anti-racist pedagogy.2. Cisneros, D., Anandavalli, S., Brown, E. M., Whitman, J. S., & Chaney, M. P. (2023). Anti-racist mentorship: a multicultural and social justice approach to mentoring students identifying as Black, Indigenous, and persons of color in counselor education. Journal of Counselor Leadership & Advocacy, 10, 63–75. https://doi.org/10.1080/2326716X.2022.2162462This article was written to provide strategies on mentoring BIPOC students in counseling education and discusses important factors for mentors to keep in mind when advising BIPOC students. A case study is provided at the end for a more in-depth review of anti-racist mentoring.3. Sarr, F., Knight, S., Strauss, D., Ouimet, A. J., Cénat, J. M., Williams, M. T., & Shaughnessy, K. (2022). Increasing the representation of Black, Indigenous, and People of Colour as students in psychology doctoral programmes. Canadian Psychology, 63(4)","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134886832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.1080/00405841.2023.2258732
Iheoma U. Iruka, Danielle J. Allen, Takondwa Musa
ABSTRACTFor too long, Black children’s educational needs have not been prioritized with attention to their culture, language, historical and contemporary racialized experiences, and building their positive racial identity. It is critical that early childhood education settings for young children be transformed to be a place of learning and healing by centering Black children’s cultural identity through African-centered education (ACE). Through ACE practices, Black children can find meaningful connections with their ancestral heritage to expand on their knowledge. In this article, we discuss the need and the history of ACE, its link to Black children’s well-being and outcomes, the status of these types of programming, and educational leaders’ understanding of what ACE entails. Finally, we end with ways to integrate ACE in early childhood through the R.I.C.H.E.R. framework. It is critical that the full humanity and cultural roots of Black children are centered on delivering on the promise of equal educational opportunity.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. Additional Resources1.Lomotey, K. (1992). Independent Black institutions: African-centered education models. The Journal of Negro Education, 61, 455-462. doi: 10.2307/2295363This article provides information regarding Independent Black Institutions. The author first starts with a definition of African-centered education, followed by an overview of the history and philosophy of Independent Black Institutions (IBIs) and a discussion of the academic, social, and cultural development aspects stressed within these schools. The article concludes with recommendations for educators working with African American children and African-centered curricula.2.Brown Mamas (n.d.). 10 African-centered Curriculum for Black Homeschoolers. https://brownmamas.com/resource/african-centered-curriculum/As stated on their website, Brown Mamas is a “global, multi-generational community of Black mothers that creates safe spaces that put Black moms first, amplifies the voices and lived experiences of Black moms and creates innovative programs that solve social and economic problems and empowers Black mothers to lead in the communities they care for.” Started in Pittsburg, Brown Mamas has identified 10 African-centered curricula to support homeschooling efforts of Black parents. The curricula identified range from daily instructional guides to flash cards and other materials.3.Tabora, A. J. (2016). I walk a bit bigger now: Lessons from students in an African-centered after school program. The Journal of Negro Education, 85, 143-
【摘要】长期以来，黑人儿童的教育需求没有得到重视，没有关注他们的文化、语言、历史和当代种族化经历，没有建立他们积极的种族认同。至关重要的是，通过以非洲为中心的教育(ACE)，以黑人儿童的文化认同为中心，将幼儿教育环境转变为学习和治愈的场所。通过ACE实践，黑人儿童可以找到与祖先遗产有意义的联系，从而扩展他们的知识。在本文中，我们讨论了ACE的必要性和历史，它与黑人儿童的福祉和结果的联系，这些类型的编程的现状，以及教育领导者对ACE的理解。最后，我们将以通过R.I.C.H.E.R.框架将ACE融入儿童早期的方法作为结束。至关重要的是，黑人儿童的全部人性和文化根源应集中于实现平等教育机会的承诺。免责声明作为对作者和研究人员的服务，我们提供了这个版本的已接受的手稿(AM)。在最终出版版本记录(VoR)之前，将对该手稿进行编辑、排版和审查。在制作和印前，可能会发现可能影响内容的错误，所有适用于期刊的法律免责声明也与这些版本有关。额外的Resources1。罗摩泰，K.(1992)。独立的黑人机构:以非洲为中心的教育模式。《黑人教育学报》，61,455-462。这篇文章提供了关于独立黑人机构的信息。作者首先定义了以非洲为中心的教育，然后概述了独立黑人机构(IBIs)的历史和哲学，并讨论了这些学校强调的学术、社会和文化发展方面。文章最后对从事非裔美国儿童工作的教育者和以非洲为中心的课程提出了建议。布朗妈妈(未注明日期)。10个以非洲为中心的黑人家庭教育课程。https://brownmamas.com/resource/african-centered-curriculum/As在他们的网站上说，棕色妈妈是一个“全球性的，多代黑人妈妈的社区，它创造了一个安全的空间，把黑人妈妈放在第一位，放大黑人妈妈的声音和生活经历，创造创新的项目，解决社会和经济问题，让黑人妈妈在她们所关心的社区中发挥领导作用。”从匹兹堡开始，布朗妈妈已经确定了10个以非洲为中心的课程，以支持黑人父母在家上学的努力。确定的课程范围从日常教学指南到抽认卡和其他材料。Tabora, A. J.(2016)。我现在走得更大了:在一个以非洲为中心的课后项目中，学生们给我上的课。[j] .社会科学与发展，2011，(1):1 - 4。本文描述了Kamili方法，这是一个以非洲人为中心的整体教育框架，是对非洲裔城市青年进行为期一年的研究后得出的结论。特别关注祖先的自我，以及当教育者明确地将非洲人作为人类和历史发展的主题时，一群学生会发生什么。这篇论文展示了当学生们越来越意识到他们祖先的遗产没有被包括在他们的学校课程中时，他们的感受。这项工作得到了比尔和梅林达·盖茨基金会的支持。
{"title":"African-centered education (ACE): Strategies to advance culturally responsive pedagogy and Equitable Learning Opportunities for Young Black children","authors":"Iheoma U. Iruka, Danielle J. Allen, Takondwa Musa","doi":"10.1080/00405841.2023.2258732","DOIUrl":"https://doi.org/10.1080/00405841.2023.2258732","url":null,"abstract":"ABSTRACTFor too long, Black children’s educational needs have not been prioritized with attention to their culture, language, historical and contemporary racialized experiences, and building their positive racial identity. It is critical that early childhood education settings for young children be transformed to be a place of learning and healing by centering Black children’s cultural identity through African-centered education (ACE). Through ACE practices, Black children can find meaningful connections with their ancestral heritage to expand on their knowledge. In this article, we discuss the need and the history of ACE, its link to Black children’s well-being and outcomes, the status of these types of programming, and educational leaders’ understanding of what ACE entails. Finally, we end with ways to integrate ACE in early childhood through the R.I.C.H.E.R. framework. It is critical that the full humanity and cultural roots of Black children are centered on delivering on the promise of equal educational opportunity.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. Additional Resources1.Lomotey, K. (1992). Independent Black institutions: African-centered education models. The Journal of Negro Education, 61, 455-462. doi: 10.2307/2295363This article provides information regarding Independent Black Institutions. The author first starts with a definition of African-centered education, followed by an overview of the history and philosophy of Independent Black Institutions (IBIs) and a discussion of the academic, social, and cultural development aspects stressed within these schools. The article concludes with recommendations for educators working with African American children and African-centered curricula.2.Brown Mamas (n.d.). 10 African-centered Curriculum for Black Homeschoolers. https://brownmamas.com/resource/african-centered-curriculum/As stated on their website, Brown Mamas is a “global, multi-generational community of Black mothers that creates safe spaces that put Black moms first, amplifies the voices and lived experiences of Black moms and creates innovative programs that solve social and economic problems and empowers Black mothers to lead in the communities they care for.” Started in Pittsburg, Brown Mamas has identified 10 African-centered curricula to support homeschooling efforts of Black parents. The curricula identified range from daily instructional guides to flash cards and other materials.3.Tabora, A. J. (2016). I walk a bit bigger now: Lessons from students in an African-centered after school program. The Journal of Negro Education, 85, 143-","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-15DOI: 10.1080/00405841.2023.2258736
Kamilah B. Legette, Amy B. Halberstadt, Colleen Cassidy
ABSTRACT Racial bias in teachers’ perceptions of Black and White students’ academic abilities and classroom behavior perpetuates racialized opportunity gaps in access to education. Teachers have a particularly important role in reducing racialized opportunity gaps and can do so through transformative social-emotional learning (TSEL). We suggest that teachers’ TSEL training should begin with racism consciousness embedded within their self-awareness and social awareness. These, in turn, will impact their other TSEL competencies in racially informed ways, thus reducing opportunity gaps between White and Black youth. We provide theoretical and empirical support about the ways in which racism consciousness can be embedded within the 5 socio-emotional competencies. We share recommendations for practitioners, policymakers, and researchers on ways to increase awareness and apply teachers’ TSEL to reduce opportunity gaps.
{"title":"Reducing racialized opportunity gaps through teachers’ anti-racism social-emotional competency training and education","authors":"Kamilah B. Legette, Amy B. Halberstadt, Colleen Cassidy","doi":"10.1080/00405841.2023.2258736","DOIUrl":"https://doi.org/10.1080/00405841.2023.2258736","url":null,"abstract":"ABSTRACT Racial bias in teachers’ perceptions of Black and White students’ academic abilities and classroom behavior perpetuates racialized opportunity gaps in access to education. Teachers have a particularly important role in reducing racialized opportunity gaps and can do so through transformative social-emotional learning (TSEL). We suggest that teachers’ TSEL training should begin with racism consciousness embedded within their self-awareness and social awareness. These, in turn, will impact their other TSEL competencies in racially informed ways, thus reducing opportunity gaps between White and Black youth. We provide theoretical and empirical support about the ways in which racism consciousness can be embedded within the 5 socio-emotional competencies. We share recommendations for practitioners, policymakers, and researchers on ways to increase awareness and apply teachers’ TSEL to reduce opportunity gaps.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135396350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-15DOI: 10.1080/00405841.2023.2258733
Christopher C. Jett, Clarence Mont Terry
ABSTRACTSchool-aged Black boys are mathematically gifted; however, they are often underserved vis-à-vis their mathematics education. In this article, we provide guidance for multiple stakeholders to support and elevate high-quality mathematics learning opportunities for Black male youth. In doing so, we begin by engaging W. E. B. Du Bois’ storytelling. We then offer BlackCrit as a theoretical frame to enrich evidence-based work regarding Black mathematics teachers and culturally relevant pedagogy. We also advocate for the establishment of “grow-your-own” programs given the strong links to Black male achievement as well as the critical need for continuous federal funding in service to Black boys’ mathematics education. We conclude with a summary of the guidance provided to bolster school-aged Black boys’ mathematics achievement outcomes.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also.
{"title":"Elevating mathematics achievement outcomes for Black boys: Guidance for practitioners, policymakers, and researchers","authors":"Christopher C. Jett, Clarence Mont Terry","doi":"10.1080/00405841.2023.2258733","DOIUrl":"https://doi.org/10.1080/00405841.2023.2258733","url":null,"abstract":"ABSTRACTSchool-aged Black boys are mathematically gifted; however, they are often underserved vis-à-vis their mathematics education. In this article, we provide guidance for multiple stakeholders to support and elevate high-quality mathematics learning opportunities for Black male youth. In doing so, we begin by engaging W. E. B. Du Bois’ storytelling. We then offer BlackCrit as a theoretical frame to enrich evidence-based work regarding Black mathematics teachers and culturally relevant pedagogy. We also advocate for the establishment of “grow-your-own” programs given the strong links to Black male achievement as well as the critical need for continuous federal funding in service to Black boys’ mathematics education. We conclude with a summary of the guidance provided to bolster school-aged Black boys’ mathematics achievement outcomes.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135397566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-15DOI: 10.1080/00405841.2023.2258734
Mark Jones, Marcel Jacobs, Kamontá Heidelburg, Scott Graves Jr.
ABSTRACTSocial-emotional interventions (SEL) are purported to be beneficial toward all students (e.g. Durlak et al. 2011; Taylor et al. 2017), yet researchers call into question their effectiveness toward Black boys because of the limited SEL interventions that have been culturally adapted for them to account for their lived experiences (e.g. experiencing disparate discipline within schools; Jager et al. 2019). Within this review, we discuss the state of research on Black boys, provide an overview of SEL interventions, and discuss the strengths and weaknesses of the current SEL intervention research base. Next, we emphasize the need for culturally relevant SEL interventions and how practitioners can make SEL interventions culturally relevant for Black boys using a universal Afrocentric framework. Finally, this article highlights recommendations for practitioners, policymakers, and researchers to improve the cultural adaptation of SEL interventions for Black boys to promote improved school outcomes.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. Additional Resources for Classroom Use1. Hayashi, A., Liew, J., Aguilar, S. D., Nyanamba, J. M., & Zhao, Y. (2022). Embodied and social-emotional learning (SEL) in early childhood: Situating culturally relevant SEL in asian, african, and north american contexts. Early Education and Development, 33(5), 746–763.https://doi.org/10.1080/10409289.2021.2024062The article outlines how universally social-emotional competencies are inherently situated in students’ authentic learned experiences and presents research from three cultural contexts (i.e., North America, Japan, and South Africa). The article concludes with strategies educators can use to develop culturally adapted SEL interventions for Black boys.2. Jagers, R. J., Rivas-Drake, D., & Borowski, T. (2018). Equity &social and emotional learning: A cultural analysis. CASEL. https://measuringsel.casel.org/wp-content/uploads/2018/11/Frameworks-Equity.pdfThiscultural analysis outlines concerns with the CASEL competencies and includes recommendationsfor incorporating equity into the implementation of SEL interventions for Blackboys.3. CASEL Program Guide [website]: https://pg.casel.org/review-programs/This program guide is a resource to help educators determine and choose SEL programming that can be culturally adapted and promotes improved school outcomes in Black boys.
摘要社会情绪干预(SEL)被认为对所有学生都有益(例如Durlak et al. 2011;Taylor et al. 2017)，然而研究人员质疑他们对黑人男孩的有效性，因为有限的SEL干预措施已经适应了他们的文化，以解释他们的生活经历(例如，在学校经历不同的纪律;Jager et al. 2019)。在这篇综述中，我们讨论了黑人男孩的研究现状，概述了SEL干预，并讨论了目前SEL干预研究基础的优势和不足。接下来，我们强调与文化相关的SEL干预的必要性，以及从业者如何使用普遍的非洲中心框架使SEL干预与黑人男孩的文化相关。最后，本文强调了对从业者、政策制定者和研究人员的建议，以提高黑人男孩SEL干预的文化适应性，从而促进学校成绩的改善。免责声明作为对作者和研究人员的服务，我们提供了这个版本的已接受的手稿(AM)。在最终出版版本记录(VoR)之前，将对该手稿进行编辑、排版和审查。在制作和印前，可能会发现可能影响内容的错误，所有适用于期刊的法律免责声明也与这些版本有关。课堂使用的额外资源Hayashi, A.， Liew, J.， Aguilar, S. D.， Nyanamba, J. M.， and Zhao, Y.(2022)。幼儿的具身和社会情绪学习:亚洲、非洲和北美背景下与文化相关的SEL《早期教育与发展》，33(5)，746-763. https://doi.org/10.1080/10409289.2021.2024062The文章概述了社会情感能力如何普遍存在于学生真实的学习经历中，并提出了来自三种文化背景(即北美、日本和南非)的研究。文章总结了教育工作者可以使用的策略，为黑人男孩开发适应文化的SEL干预措施。Jagers, R. J.， Rivas-Drake, D.， and Borowski, T.(2018)。公平、社会和情感学习:文化分析。CASEL。https://measuringsel.casel.org/wp-content/uploads/2018/11/Frameworks-Equity.pdfThiscultural分析概述了对CASEL能力的关注，并包括将公平纳入黑人男孩SEL干预措施实施的建议。CASEL项目指南[网站]:https://pg.casel.org/review-programs/This项目指南是一种资源，帮助教育工作者确定和选择能够适应文化的SEL项目，并促进黑人男孩学习成绩的改善。
{"title":"Social-Emotional and Behavioral Strategies to Improve School Outcomes for Black Males","authors":"Mark Jones, Marcel Jacobs, Kamontá Heidelburg, Scott Graves Jr.","doi":"10.1080/00405841.2023.2258734","DOIUrl":"https://doi.org/10.1080/00405841.2023.2258734","url":null,"abstract":"ABSTRACTSocial-emotional interventions (SEL) are purported to be beneficial toward all students (e.g. Durlak et al. 2011; Taylor et al. 2017), yet researchers call into question their effectiveness toward Black boys because of the limited SEL interventions that have been culturally adapted for them to account for their lived experiences (e.g. experiencing disparate discipline within schools; Jager et al. 2019). Within this review, we discuss the state of research on Black boys, provide an overview of SEL interventions, and discuss the strengths and weaknesses of the current SEL intervention research base. Next, we emphasize the need for culturally relevant SEL interventions and how practitioners can make SEL interventions culturally relevant for Black boys using a universal Afrocentric framework. Finally, this article highlights recommendations for practitioners, policymakers, and researchers to improve the cultural adaptation of SEL interventions for Black boys to promote improved school outcomes.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. Additional Resources for Classroom Use1. Hayashi, A., Liew, J., Aguilar, S. D., Nyanamba, J. M., & Zhao, Y. (2022). Embodied and social-emotional learning (SEL) in early childhood: Situating culturally relevant SEL in asian, african, and north american contexts. Early Education and Development, 33(5), 746–763.https://doi.org/10.1080/10409289.2021.2024062The article outlines how universally social-emotional competencies are inherently situated in students’ authentic learned experiences and presents research from three cultural contexts (i.e., North America, Japan, and South Africa). The article concludes with strategies educators can use to develop culturally adapted SEL interventions for Black boys.2. Jagers, R. J., Rivas-Drake, D., & Borowski, T. (2018). Equity &social and emotional learning: A cultural analysis. CASEL. https://measuringsel.casel.org/wp-content/uploads/2018/11/Frameworks-Equity.pdfThiscultural analysis outlines concerns with the CASEL competencies and includes recommendationsfor incorporating equity into the implementation of SEL interventions for Blackboys.3. CASEL Program Guide [website]: https://pg.casel.org/review-programs/This program guide is a resource to help educators determine and choose SEL programming that can be culturally adapted and promotes improved school outcomes in Black boys.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135396353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-15DOI: 10.1080/00405841.2023.2258735
Bryant Jensen, Patricia Edwards
ABSTRACTTeaching reading to children from minoritized communities in ways that are both effective and meaningful is demanding and complex work. It requires educators to integrate their knowledge of (a) the various skills involved in reading, (b) assisting children to learn to read, and (c) the everyday sociocultural practices and identities of young readers. Weaving firsthand experiences of the second author, Dr. Patricia Edwards (or “Pat”), as a young Black girl in the Deep South in 1955 with moral philosophy and a review of extant research, we identify 3 principles for transforming opportunities for Black children to become successful readers. That is, we assert that teaching reading equitably (a) requires the exercise of teacher dispositional virtue; (b) requires support for teachers to make reasoned pedagogical judgments on behalf of Black and other minoritized children; and (c) provides teachers and their students alike with moral rewards that are inherent to the practice of equitable teaching. We offer actionable recommendations for teachers, school leaders, parents, and teacher educators.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also.
{"title":"The Moral Work of Teaching Reading Equitably to Black Children","authors":"Bryant Jensen, Patricia Edwards","doi":"10.1080/00405841.2023.2258735","DOIUrl":"https://doi.org/10.1080/00405841.2023.2258735","url":null,"abstract":"ABSTRACTTeaching reading to children from minoritized communities in ways that are both effective and meaningful is demanding and complex work. It requires educators to integrate their knowledge of (a) the various skills involved in reading, (b) assisting children to learn to read, and (c) the everyday sociocultural practices and identities of young readers. Weaving firsthand experiences of the second author, Dr. Patricia Edwards (or “Pat”), as a young Black girl in the Deep South in 1955 with moral philosophy and a review of extant research, we identify 3 principles for transforming opportunities for Black children to become successful readers. That is, we assert that teaching reading equitably (a) requires the exercise of teacher dispositional virtue; (b) requires support for teachers to make reasoned pedagogical judgments on behalf of Black and other minoritized children; and (c) provides teachers and their students alike with moral rewards that are inherent to the practice of equitable teaching. We offer actionable recommendations for teachers, school leaders, parents, and teacher educators.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135396354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-06DOI: 10.1080/00405841.2023.2256621
Naomi M. Ruffin, Jamilia J. Blake
ABSTRACT The disparate experiences of Black adolescent girls across academic and behavioral domains when compared to their same-gender peers call for further examination and discussion to aid in tailoring support efforts. This narrative review aims to identify processes that contribute to the psychosocial functioning of Black girls, an understudied area of research. By employing an intersectional framework grounded in Black feminist ideology, this article explores the racial identity and socialization of Black girls, their academic and behavioral experiences within school and beyond, how the strong Black woman schema can conceal the needs of Black girls, and the impact of racial stress. Identified themes of support for Black girls include gender-specific programming that focuses on positive racial identity development, messages regarding positive racial views as part of racial socialization, psychoeducation on the impact of racial trauma as well as lessons on power, privilege, and oppression to aid in self-understanding and cultivate critical consciousness.
{"title":"Interventions Supporting Positive Psychosocial Functioning of Black Adolescent Girls: A Narrative Review","authors":"Naomi M. Ruffin, Jamilia J. Blake","doi":"10.1080/00405841.2023.2256621","DOIUrl":"https://doi.org/10.1080/00405841.2023.2256621","url":null,"abstract":"ABSTRACT The disparate experiences of Black adolescent girls across academic and behavioral domains when compared to their same-gender peers call for further examination and discussion to aid in tailoring support efforts. This narrative review aims to identify processes that contribute to the psychosocial functioning of Black girls, an understudied area of research. By employing an intersectional framework grounded in Black feminist ideology, this article explores the racial identity and socialization of Black girls, their academic and behavioral experiences within school and beyond, how the strong Black woman schema can conceal the needs of Black girls, and the impact of racial stress. Identified themes of support for Black girls include gender-specific programming that focuses on positive racial identity development, messages regarding positive racial views as part of racial socialization, psychoeducation on the impact of racial trauma as well as lessons on power, privilege, and oppression to aid in self-understanding and cultivate critical consciousness.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"135 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80038542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/00405841.2023.2226557
S. Legg
ABSTRACT Albert Bandura’s social learning theory focused on the interaction of personal, behavioral, and environmental factors. This article honors Bandura’s legacy with the real-life application of his theories regarding modeling, enactive rehearsal, vicarious learning, and self-efficacy. Included are excerpts from a discussion of a group of teachers from a low-income school sharing their effective classroom strategies. The teachers discussed how learning has been lost due to the interruption of the pandemic. In their conversation, teachers lamented the lack of basic skills, such as using scissors, that students were missing and general social behavior skills, including sitting in a chair, when school resumed as “normal.” This article provides strategies teachers can use to teach or reteach basic skills and behaviors through conversation, modeling, observing, and setting expectations. Also included are practical examples of Bandura’s theory at work in the classroom setting.
{"title":"When enactive learning went missing, vicarious learning became a must","authors":"S. Legg","doi":"10.1080/00405841.2023.2226557","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226557","url":null,"abstract":"ABSTRACT Albert Bandura’s social learning theory focused on the interaction of personal, behavioral, and environmental factors. This article honors Bandura’s legacy with the real-life application of his theories regarding modeling, enactive rehearsal, vicarious learning, and self-efficacy. Included are excerpts from a discussion of a group of teachers from a low-income school sharing their effective classroom strategies. The teachers discussed how learning has been lost due to the interruption of the pandemic. In their conversation, teachers lamented the lack of basic skills, such as using scissors, that students were missing and general social behavior skills, including sitting in a chair, when school resumed as “normal.” This article provides strategies teachers can use to teach or reteach basic skills and behaviors through conversation, modeling, observing, and setting expectations. Also included are practical examples of Bandura’s theory at work in the classroom setting.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"70 1","pages":"245 - 254"},"PeriodicalIF":3.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77957925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/00405841.2023.2226560
D. Schunk, M. DiBenedetto
ABSTRACT Albert Bandura's theory and research have had a profound impact on education and other fields. This collection of articles covers major applications of the theory and research to education. Topics covered include observational learning and modeling, self-efficacy, outcome expectations, self-regulation, and moral agency and disengagement. Bandura's legacy in education continues to be felt in the many applications to teaching and learning.
{"title":"Albert Bandura’s legacy in education","authors":"D. Schunk, M. DiBenedetto","doi":"10.1080/00405841.2023.2226560","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226560","url":null,"abstract":"ABSTRACT Albert Bandura's theory and research have had a profound impact on education and other fields. This collection of articles covers major applications of the theory and research to education. Topics covered include observational learning and modeling, self-efficacy, outcome expectations, self-regulation, and moral agency and disengagement. Bandura's legacy in education continues to be felt in the many applications to teaching and learning.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"1 1","pages":"205 - 206"},"PeriodicalIF":3.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86532650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/00405841.2023.2226552
M. Johnson, Emma Burns
ABSTRACT Use of peer models during classroom demonstrations can be an effective teaching practice to support student learning and self-efficacy. According to social cognitive theory, modeling is a form of vicarious experience: those experiences through which students are able to learn and acquire knowledge through observation. As a critical source of self-efficacy, vicarious experiences involving peer models are likely to support students’ efficacy. Although qualities of effective peer models have been identified, there has been less translational work that discusses the tensions between best practice and the practical considerations by educators in identifying, selecting, and using peer models for classroom demonstrations. The aim of this paper is to review the qualities of peer models research and discuss how effective peer models can be implemented in diverse classrooms. Here we pay particular attention to the perceived similarity of ability and identity between the model and student observers. This paper also outlines gaps in the research and identifies pathways for future research.
{"title":"Characteristics of effective models for classroom demonstrations","authors":"M. Johnson, Emma Burns","doi":"10.1080/00405841.2023.2226552","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226552","url":null,"abstract":"ABSTRACT Use of peer models during classroom demonstrations can be an effective teaching practice to support student learning and self-efficacy. According to social cognitive theory, modeling is a form of vicarious experience: those experiences through which students are able to learn and acquire knowledge through observation. As a critical source of self-efficacy, vicarious experiences involving peer models are likely to support students’ efficacy. Although qualities of effective peer models have been identified, there has been less translational work that discusses the tensions between best practice and the practical considerations by educators in identifying, selecting, and using peer models for classroom demonstrations. The aim of this paper is to review the qualities of peer models research and discuss how effective peer models can be implemented in diverse classrooms. Here we pay particular attention to the perceived similarity of ability and identity between the model and student observers. This paper also outlines gaps in the research and identifies pathways for future research.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"19 1","pages":"207 - 218"},"PeriodicalIF":3.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88296161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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