Journal of School Psychology最新文献

Mixed methods systematic review: Using a cultural validity assessment to evaluate prevention programs for Indigenous students 混合方法系统回顾：使用文化效度评估来评估原住民学生的预防计划。

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-02-01 DOI: 10.1016/j.jsp.2024.101402

Lora Henderson Smith , Lisa N. Aguilar , Kate Joshua , Toshna Pandey , Dana M. Sox , Belinda E. Hernandez , Yufu Wang , Kaylin Yang , Jessika H. Bottiani

Implementing culturally appropriate school-based prevention programs with Indigenous students that leverage culture as a protective factor has the potential to revitalize and sustain cultural connections that have historically and systematically been destroyed in the United States. However, there is a dearth of literature synthesizing the effectiveness of school-based prevention programs that have been implemented with Indigenous students across contexts. As such, we conducted a mixed method systematic review to (a) evaluate school-based prevention programs with quantitative and/or qualitative data, (b) assess the use of Indigenous research methods, and (c) examine cultural and community validity. Studies were included if they were published between January 2010 and August 2022, reported quantitative and/or qualitative outcomes for a prevention program implemented in a K–12 school with Indigenous students, or examined an intervention that was designed for Indigenous students (even if there were non-Indigenous students in the study). We strategically included qualitative and mixed methods studies to ensure that cultural and community contexts were represented in this study and to contextualize quantitative findings. Our search resulted in the inclusion of 36 manuscripts describing 28 different interventions. There were 11 mixed methods, three qualitative, and 22 quantitative studies. Quality was assessed using the Mixed Methods Appraisal Tool (Hong et al., 2018) and a randomized controlled trials appraisal tool drawn from the Journal Article Reporting Standards (Appelbaum et al., 2018). Building on the work from Kūkea Shultz and Englert (2021), cultural validity was assessed by conceptualizing cultural validity into the two distinct domains of purposeful engagement and intentional privileging. Intervention effectiveness was evaluated and separated into three criteria (i.e., positive, null, and mixed) to determine if effectiveness varied based on intervention or study design. Most of the studies reported positive outcomes and effectiveness did not vary based on study design (i.e., quantitative, qualitative, and mixed methods) or intervention design (i.e., culturally grounded, culturally adapted or mainstream/no cultural adaptations). We discuss implications of systematic review findings as well as the importance of using mixed methods to understand and contextualize intervention effectiveness when conducting research that relates to identity and culture.

在原住民学生中实施文化上合适的学校预防项目，利用文化作为保护因素，有可能恢复和维持在美国历史上和系统地被破坏的文化联系。然而，缺乏文献综合了在不同背景下对土著学生实施的以学校为基础的预防方案的有效性。因此，我们进行了一项混合方法系统回顾，以(a)用定量和/或定性数据评估基于学校的预防计划，(b)评估土著研究方法的使用情况，以及(c)检查文化和社区有效性。如果研究发表于2010年1月至2022年8月之间，报告了在K-12学校实施的土著学生预防计划的定量和/或定性结果，或检查了为土著学生设计的干预措施（即使研究中有非土著学生），则纳入研究。我们战略性地纳入了定性和混合方法研究，以确保文化和社区背景在本研究中得到体现，并将定量研究结果置于背景中。我们的搜索结果纳入了36篇描述28种不同干预措施的手稿。共有11种混合方法，3种定性研究，22种定量研究。使用混合方法评估工具（Hong et al., 2018）和随机对照试验评估工具（Appelbaum et al., 2018）评估质量。在Kūkea Shultz和Englert（2021）的研究基础上，文化有效性通过将文化有效性概念化为有目的的参与和有意的特权两个不同的领域来评估。评估干预有效性并将其分为三个标准（即积极、无效和混合），以确定有效性是否因干预或研究设计而变化。大多数研究报告的积极结果和有效性没有因研究设计（即定量、定性和混合方法）或干预设计（即文化基础、文化适应或主流/无文化适应）而变化。我们讨论了系统评价结果的含义，以及在进行与身份和文化相关的研究时，使用混合方法来理解和背景化干预效果的重要性。

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引用次数: 0

Using a naive Bayesian approach to identify academic risk based on multiple sources: A conceptual replication 使用朴素贝叶斯方法识别基于多个来源的学术风险：概念复制。

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-02-01 DOI: 10.1016/j.jsp.2024.101397

Carly Oddleifson, Stephen Kilgus, David A. Klingbeil, Alexander D. Latham, Jessica S. Kim, Ishan N. Vengurlekar

The purpose of this study was to conduct a conceptual replication of Pendergast et al.'s (2018) study that examined the diagnostic accuracy of a nomogram procedure, also known as a naive Bayesian approach. The specific naive Bayesian approach combined academic and social-emotional and behavioral (SEB) screening data to predict student performance on a state end-of-year achievement test. Study data were collected in a large suburban school district in the Midwest across 2 school years and 19 elementary schools. Participants included 5753 students in Grades 3–5. Academic screening data included aimswebPlus reading and math composite scores. SEB screening data included Academic Behavior subscale scores from the Social, Academic, and Emotional Behavior Risk Screener. Criterion scores were derived from the Missouri Assessment Program (MAP) tests of English Language Arts and Mathematics. The performance of each individual screener was compared to the naive Bayesian approach that integrated pre-test probability information (i.e., district-wide base rates of risk derived from prior year MAP test scores), academic screening scores, and SEB screening scores. Post-test probability scores were then evaluated using a threshold model (VanDerHeyden, 2013) to determine the percentage of students within the sample that could be differentiated in terms of ruling in or ruling out intervention versus those who remained undifferentiated (as indicated by the need for additional assessment to determine risk status). Results indicated that the naive Bayesian approach tended to perform similarly to individual aimswebPlus measures, with all approaches yielding a large percentage (65%–87%) of undifferentiated students when predicting proficient performance. Overall, the results indicated that we likely failed to replicate the findings of the original study. Limitations and future directions for research are discussed.

本研究的目的是对Pendergast等人（2018）的研究进行概念复制，该研究检验了nomogram程序（也称为朴素贝叶斯方法）的诊断准确性。具体的朴素贝叶斯方法结合了学术和社会情感和行为（SEB）筛选数据来预测学生在州年终成就测试中的表现。研究数据是在中西部一个大型郊区学区收集的，涉及两个学年和19所小学。参与者包括3-5年级的5753名学生。学业筛选数据包括aimswebPlus阅读和数学综合分数。SEB筛查数据包括来自社会、学术和情绪行为风险筛查的学业行为子量表得分。标准分数来自密苏里州评估计划（MAP）的英语语言艺术和数学测试。将每个个体筛选者的表现与朴素贝叶斯方法进行比较，朴素贝叶斯方法综合了测试前概率信息（即，从上一年MAP测试分数得出的全区基本风险率）、学术筛选分数和SEB筛选分数。然后使用阈值模型（VanDerHeyden, 2013）评估测试后概率分数，以确定样本中可以根据排除或排除干预而区分的学生与未区分的学生的百分比（根据需要进行额外评估以确定风险状态）。结果表明，朴素贝叶斯方法倾向于与个人aimswebPlus测量方法相似，在预测熟练表现时，所有方法都产生了很大比例（65%-87%）的未分化学生。总的来说，结果表明我们可能无法复制原始研究的结果。讨论了研究的局限性和未来的研究方向。

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引用次数: 0

Learning from learning loss: Bayesian updating in academic universal screening during learning disruptions

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-01-25 DOI: 10.1016/j.jsp.2024.101426

Garret J. Hall, Emma Doyle

We used Bayesian ordinal regression methods to examine reading and math screening predictive strength and accuracy before and after learning disruptions related to the Covid-19 pandemic. Using a Bayesian updating procedure in which model estimates from previous years were used as Bayesian priors in following years, we found that reading and math screening was similarly predictive before and after Covid-19 prolonged unplanned school closures (PUSCs) and subsequent learning disruptions (odds ratios range across years: 15–25). We additionally found that predictive strength and accuracy varied across grade levels, but this grade variation was insensitive to learning disruptions. These findings demonstrate the practical applicability of Bayesian updating to universal screening prediction, particularly in the context of PUSCs or other learning disruptions that may impact student academic needs. Limitations and future directions for Bayesian methods in screening are discussed.

引用次数: 0

One model may not fit all: Subgroup detection using model-based recursive partitioning

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-01-16 DOI: 10.1016/j.jsp.2024.101394

Marjolein Fokkema , Mirka Henninger , Carolin Strobl

Model-based recursive partitioning (MOB; Zeileis et al., 2008) is a flexible framework for detecting subgroups of persons showing different effects in a wide range of parametric models. It provides a versatile tool for detecting and explaining heterogeneity in, for example, intervention studies. In this tutorial article, we introduce the general MOB framework. In two specific case studies, we illustrate how MOB-based methods can be used to detect and explain heterogeneity in two widely used frameworks in educational studies: (a) The generalized linear mixed model (GLMM) and (b) item response theory (IRT). In the first case study, we show how GLMM trees (Fokkema et al., 2018) can be used to detect subgroups with different parameters in mixed-effects models. We apply GLMM trees to longitudinal data from a study on the effects of the Head Start pre-school program to identify subgroups of families where children show comparatively larger or smaller gains in performance. In a second case study, we show how Rasch trees (Strobl et al., 2015) can be used to detect subgroups with different item parameters in IRT models (i.e. differential item functioning [DIF]). DIF should be investigated before using test results for group comparisons. We show how a recently developed stopping criterion (Henninger et al., 2023) can be used to guide subgroup detection based on DIF effect sizes.

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引用次数: 0

A tutorial on Bayesian item response theory: An illustration using the Teacher Stress Inventory-Short Form

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-01-10 DOI: 10.1016/j.jsp.2024.101427

Sonja D. Winter , Colleen L. Eddy , Wenxi Yang , Wes Bonifay

Item Response Theory (IRT) is commonly used in educational assessments to model the relationship between one or more latent traits and the observed responses. Traditional IRT methods often rely on frequentist approaches, which can be limited by assumptions and computational constraints. This article aims to introduce school psychology researchers to Bayesian methods for IRT analyses, highlighting their advantages over traditional approaches. We provide an overview of Bayesian IRT and discuss key concepts that make up the Bayesian workflow. This workflow includes model and prior specification, prior predictive checks, model estimation and comparison, posterior distribution interpretation, posterior predictive checks, and prior sensitivity analyses. To illustrate this workflow, we used a sample of 329 teachers who completed the 16-item Teacher Stress Inventory – Short Form (TSI-SF). Our Bayesian IRT analysis revealed that the TSI-SF is best represented by a three-correlated-traits model (measuring Discipline and Motivation, Professional Investment, and Work-Related Stress as sources of stress).

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引用次数: 0

Supporting healthy development in adolescence: Technology-supported cooperative learning can reduce stress and increase sleep quality

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-01-07 DOI: 10.1016/j.jsp.2024.101417

Kunyi Zhou , Jessica Olsen , Melynda D. Casement , Mark J. Van Ryzin

Peer relationships are a significant source of stress for adolescents that can negatively impact sleep quality. Cooperative learning can reduce adolescent stress by enhancing positive social interactions in school, which may improve adolescent sleep quality. This study evaluated (a) the effects of technology-assisted cooperative learning (i.e., PeerLearning.net) on adolescents' sleep quality, sleep duration, and sleep onset latency; (b) whether these effects were mediated by reductions in stress; and (c) whether effects were moderated by race and ethnicity, sex, grade level, and dosage. We conducted a cluster randomized trial with 12 middle and high schools in the Pacific Northwest (n = 6 intervention, n = 6 control) and collected two waves of data from a sample of 813 students (50.2% female, 70.7% White, US Grades 6–9, ages 12–16 years). Results indicated significantly reduced stress (R² = 0.80) and increased perceived sleep quality (R² = 0.47) among adolescents after implementing technology-assisted cooperative learning, including a significant effect for dosage, but no effects on sleep duration or sleep onset latency. Effects on perceived sleep quality were mediated by effects on stress. No moderation by sex, grade, or race/ethnicity was found. Our findings (and those from previous research) suggested that technology-assisted cooperative learning is a promising universal school-based prevention program that can impact a wide range of student (and teacher) outcomes.

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引用次数: 0

Acculturation and educational involvement among Chinese immigrant parents: The mediating role of emotional well-being

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-12-30 DOI: 10.1016/j.jsp.2024.101425

Xinwei Zhang , Peggy A. Kong , Chen Chen , Gia Mui

Acculturation and parental educational involvement, life satisfaction, and depression are intertwined in Chinese immigrant families. This study investigated the relationship between Chinese immigrant parents’ acculturation and educational involvement, with a particular focus on examining the mediating effects of their life satisfaction and depression on this relationship. Participants were 250 Chinese immigrant parents (M_age = 43.32 years, SD = 6.04; 76% female) of middle or high school children. The parents completed surveys about acculturation regarding mainstream acquisition (i.e., English proficiency and American cultural acquisition) and heritage maintenance (i.e., Chinese proficiency and Chinese cultural maintenance). Parents also reported their educational involvement (i.e., school, home, and community involvement), life satisfaction, and depression. Results showed that parental English proficiency (β = .18, p = .039), American cultural acquisition (β = .26, p < .001), and Chinese proficiency (β = .13, p = .044) were positively related to their school involvement. Parental English proficiency (β = .24, p = .005) was positively related to home involvement. American cultural acquisition (β = .25, p < .001) and Chinese proficiency (β = .16, p = .010) were positively related to parents’ community involvement. Parental English proficiency (β = .36, p < .001) was positively associated with life satisfaction, and English proficiency (β = -.20, p = .033) and American cultural acquisition (β = -.21, p = .003) were negatively related to depression. Moreover, parental life satisfaction mediated the relationship between English proficiency and home involvement (95% CI [.02, .14]). Parental depression mediated the association between American cultural acquisition and community involvement (95% CI [.01, .08]). This study contributes to a holistic and nuanced understanding of Chinese immigrant parents’ educational involvement in their cultural and psychological contexts.

{"title":"Acculturation and educational involvement among Chinese immigrant parents: The mediating role of emotional well-being","authors":"Xinwei Zhang , Peggy A. Kong , Chen Chen , Gia Mui","doi":"10.1016/j.jsp.2024.101425","DOIUrl":"10.1016/j.jsp.2024.101425","url":null,"abstract":"<div><div>Acculturation and parental educational involvement, life satisfaction, and depression are intertwined in Chinese immigrant families. This study investigated the relationship between Chinese immigrant parents’ acculturation and educational involvement, with a particular focus on examining the mediating effects of their life satisfaction and depression on this relationship. Participants were 250 Chinese immigrant parents (<em>M</em><sub>age</sub> = 43.32 years, <em>SD</em> = 6.04; 76% female) of middle or high school children. The parents completed surveys about acculturation regarding mainstream acquisition (i.e., English proficiency and American cultural acquisition) and heritage maintenance (i.e., Chinese proficiency and Chinese cultural maintenance). Parents also reported their educational involvement (i.e., school, home, and community involvement), life satisfaction, and depression. Results showed that parental English proficiency (β = .18, <em>p</em> = .039), American cultural acquisition (β = .26, <em>p</em> < .001), and Chinese proficiency (β = .13, <em>p</em> = .044) were positively related to their school involvement. Parental English proficiency (β = .24, <em>p</em> = .005) was positively related to home involvement. American cultural acquisition (β = .25, <em>p</em> < .001) and Chinese proficiency (β = .16, <em>p</em> = .010) were positively related to parents’ community involvement. Parental English proficiency (β = .36, <em>p</em> < .001) was positively associated with life satisfaction, and English proficiency (β = -.20, <em>p</em> = .033) and American cultural acquisition (β = -.21, <em>p</em> = .003) were negatively related to depression. Moreover, parental life satisfaction mediated the relationship between English proficiency and home involvement (95% CI [.02, .14]). Parental depression mediated the association between American cultural acquisition and community involvement (95% CI [.01, .08]). This study contributes to a holistic and nuanced understanding of Chinese immigrant parents’ educational involvement in their cultural and psychological contexts.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101425"},"PeriodicalIF":3.8,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mixed-gender anxiety and gender-based relationship efficacy: A cross-lagged study of single-sex versus coeducational schooling bridging high school graduation

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-12-26 DOI: 10.1016/j.jsp.2024.101398

Wang Ivy Wong , Sylvia Yun Shi , Gu Li , Lynn S. Liben , Janice Sin Yu Leung , Zhansheng Chen

Feeling comfortable interacting with someone of another gender and having competence in cross-gender relationships are important for adolescents' and young adults' psychosocial development. However, extended experience in gender-segregated schooling environments may reduce opportunities to develop these competencies. To test this, comparisons between single-sex (SS) and coeducational (CE) school students' mixed-gender anxiety and gender-based relationship efficacy were conducted. Prior research on social outcomes of SS schooling were limited by the use of single-item surveys, cross-sectional designs, and inadequate control for confounding demographic differences between SS and CE students. We addressed these limitations by using (a) multi-item measures, (b) a longitudinal design that included two waves of data collection bridging high-school graduation, and (c) propensity-score matching. Students in Hong Kong were first surveyed in their final year of high school (N = 667) and then again roughly 1.5 years post-graduation (N = 463). SS students reported lower other-gender relationship efficacy than CE students at both times (β = −0.21) but no difference in mixed-gender anxiety. Mixed-gender anxiety increased in both groups over time (β = 0.85 to 1.07). Importantly, students who initially reported lower other-gender relationship efficacy later reported more mixed-gender anxiety (β = −0.15 to −0.19). Additionally, cross-lagged effects showed school type indirectly predicted mixed-gender anxiety through relationship efficacy (β = 0.03). These associations appeared even after controlling for general social anxiety and were evident across gender and sexual orientation groups. The study suggests potentially negative effects of SS schooling on mixed-gender interpersonal outcomes and demonstrates the value of propensity score matching and longitudinal designs that can show ways that SS and CE students develop across critical life transitions. Results have implications for peer-exposure and self-efficacy theories and for designing school-based programs to help students build greater cross-gender interpersonal competency.

{"title":"Mixed-gender anxiety and gender-based relationship efficacy: A cross-lagged study of single-sex versus coeducational schooling bridging high school graduation","authors":"Wang Ivy Wong , Sylvia Yun Shi , Gu Li , Lynn S. Liben , Janice Sin Yu Leung , Zhansheng Chen","doi":"10.1016/j.jsp.2024.101398","DOIUrl":"10.1016/j.jsp.2024.101398","url":null,"abstract":"<div><div>Feeling comfortable interacting with someone of another gender and having competence in cross-gender relationships are important for adolescents' and young adults' psychosocial development. However, extended experience in gender-segregated schooling environments may reduce opportunities to develop these competencies. To test this, comparisons between single-sex (SS) and coeducational (CE) school students' mixed-gender anxiety and gender-based relationship efficacy were conducted. Prior research on social outcomes of SS schooling were limited by the use of single-item surveys, cross-sectional designs, and inadequate control for confounding demographic differences between SS and CE students. We addressed these limitations by using (a) multi-item measures, (b) a longitudinal design that included two waves of data collection bridging high-school graduation, and (c) propensity-score matching. Students in Hong Kong were first surveyed in their final year of high school (<em>N</em> = 667) and then again roughly 1.5 years post-graduation (<em>N</em> = 463). SS students reported lower other-gender relationship efficacy than CE students at both times (<em>β</em> = −0.21) but no difference in mixed-gender anxiety. Mixed-gender anxiety increased in both groups over time (<em>β</em> = 0.85 to 1.07). Importantly, students who initially reported lower other-gender relationship efficacy later reported more mixed-gender anxiety (<em>β</em> = −0.15 to −0.19). Additionally, cross-lagged effects showed school type indirectly predicted mixed-gender anxiety through relationship efficacy (<em>β</em> = 0.03). These associations appeared even after controlling for general social anxiety and were evident across gender and sexual orientation groups. The study suggests potentially negative effects of SS schooling on mixed-gender interpersonal outcomes and demonstrates the value of propensity score matching and longitudinal designs that can show ways that SS and CE students develop across critical life transitions. Results have implications for peer-exposure and self-efficacy theories and for designing school-based programs to help students build greater cross-gender interpersonal competency.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101398"},"PeriodicalIF":3.8,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School-based mindfulness: Application of the PARiHS framework to contextualize implementation

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-12-19 DOI: 10.1016/j.jsp.2024.101404

Deborah L. Schussler , Sebrina L. Doyle Fosco , Melia A. Brown

Although school-based mindfulness programs are increasing, contextual issues that facilitate or hinder program implementation are poorly understood. Utilizing an implementation science framework (i.e., Promoting Action on Research in Health Services [PARiHS]) as a heuristic for data collection and analysis, we used an exploratory sequential mixed methods design to investigate implementation barriers and facilitators of the Peace of Mind (PoM) program from the perspective of educators (n = 27) in eight schools and PoM staff (n = 4) using diverse implementation approaches. The integration of qualitative interview data and mixed methods survey data suggests that a combination of personal and structural factors is critical for successful program implementation, with these factors operating synergistically. The most salient factors related to facilitation of PoM implementation included robust buy-in supported by strong champions who were also in leadership positions. The most salient factors indicated for context related to time and implementation process. First-hand, informal evidence impacted buy-in more than distal research studies. The implications for SBMP implementation and implementation research are discussed.

{"title":"School-based mindfulness: Application of the PARiHS framework to contextualize implementation","authors":"Deborah L. Schussler , Sebrina L. Doyle Fosco , Melia A. Brown","doi":"10.1016/j.jsp.2024.101404","DOIUrl":"10.1016/j.jsp.2024.101404","url":null,"abstract":"<div><div>Although school-based mindfulness programs are increasing, contextual issues that facilitate or hinder program implementation are poorly understood. Utilizing an implementation science framework (i.e., Promoting Action on Research in Health Services [PARiHS]) as a heuristic for data collection and analysis, we used an exploratory sequential mixed methods design to investigate implementation barriers and facilitators of the Peace of Mind (PoM) program from the perspective of educators (<em>n</em> = 27) in eight schools and PoM staff (<em>n</em> = 4) using diverse implementation approaches. The integration of qualitative interview data and mixed methods survey data suggests that a combination of personal and structural factors is critical for successful program implementation, with these factors operating synergistically. The most salient factors related to facilitation of PoM implementation included robust buy-in supported by strong champions who were also in leadership positions. The most salient factors indicated for context related to time and implementation process<em>.</em> First-hand, informal evidence impacted buy-in more than distal research studies. The implications for SBMP implementation and implementation research are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101404"},"PeriodicalIF":3.8,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using critical race mixed methodology to study multiply marginalized youth of color in schools

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-12-19 DOI: 10.1016/j.jsp.2024.101416

Jessica T. DeCuir-Gunby, Royel M. Johnson

Multiply marginalized youth of color (MMYOC) often experience a barrage of discrimination within schools due to their intersectional identities. In the school psychology field, there is a frequent failure among researchers to employ methodological tools that adequately capture the complexity of their varied intersectional marginalizations. Anti-oppressive approaches that center on race while addressing intersectional systems of oppression, such as Critical Race Mixed Methodology (CRMM), provide a useful approach to interrogating this complexity. Focusing on MMYOC, we explicate the application of CRMM to foster the advancement of socially just and anti-racist research methodologies in school psychology. It includes a discussion of the theoretical foundations of Critical Race Theory and elaborates on the various elements of a CRMM study. Implications for the application of CRMM in the current anti-diversity, equity, and inclusion climate are also considered.

引用次数: 0