Although numerous studies corroborated that perceived discrimination is a developmental risk factor for students from minoritized ethnic groups, less is known about conditions contributing to feelings of ethnic discrimination of adolescents, particularly in contexts outside the U.S. Based on a nationwide dataset, we investigate conditions of perceived discrimination among students from minoritized ethnic groups in Germany. We distinguish several minoritized ethnic groups, examine a variety of individual, family-related, and school-related factors, and focus on two types of discrimination (i.e., perceived personal and group discrimination). Using multilevel structural equation models with data from 4087 ninth graders from minoritized ethnic groups, we found that students with backgrounds from Turkey or an Arabic-speaking country reported more discrimination than their counterparts. In contrast, girls, students with a stronger national identity, students with higher grades, and students with more coethnic peers in their classroom reported lower levels of discrimination than their counterparts. The family's socioeconomic status and sociocultural background as well as the classroom's proportion of minoritized students, its ethnic diversity, and the attended school track were largely unrelated to students' perceived personal and group discrimination. Overall, our findings suggest that conditions at different levels shape perceptions of discrimination of minoritized ethnic groups in Germany.
{"title":"Perceived discrimination of students from minoritized ethnic groups in Germany: Individual, family, and school conditions","authors":"Kristin Schotte , Aileen Edele , Birgit Heppt , Camilla Rjosk , Petra Stanat","doi":"10.1016/j.jsp.2025.101491","DOIUrl":"10.1016/j.jsp.2025.101491","url":null,"abstract":"<div><div>Although numerous studies corroborated that perceived discrimination is a developmental risk factor for students from minoritized ethnic groups, less is known about conditions contributing to feelings of ethnic discrimination of adolescents, particularly in contexts outside the U.S. Based on a nationwide dataset, we investigate conditions of perceived discrimination among students from minoritized ethnic groups in Germany. We distinguish several minoritized ethnic groups, examine a variety of individual, family-related, and school-related factors, and focus on two types of discrimination (i.e., perceived personal and group discrimination). Using multilevel structural equation models with data from 4087 ninth graders from minoritized ethnic groups, we found that students with backgrounds from Turkey or an Arabic-speaking country reported more discrimination than their counterparts. In contrast, girls, students with a stronger national identity, students with higher grades, and students with more coethnic peers in their classroom reported lower levels of discrimination than their counterparts. The family's socioeconomic status and sociocultural background as well as the classroom's proportion of minoritized students, its ethnic diversity, and the attended school track were largely unrelated to students' perceived personal and group discrimination. Overall, our findings suggest that conditions at different levels shape perceptions of discrimination of minoritized ethnic groups in Germany.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"114 ","pages":"Article 101491"},"PeriodicalIF":4.1,"publicationDate":"2025-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145749331","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}
Pub Date : 2025-12-12DOI: 10.1016/j.jsp.2025.101518
María Reina Santiago-Rosario, Asha Yadav, Kent McIntosh, Haley Cerdan
This study explores the use of sentiment analysis (i.e., a natural language processing [NLP] technique) to assess teacher emotional valence in speech (i.e., whether language is positive, negative, or neutral) during classroom interactions. We analyzed the emotional valence of 131 teachers across eight rural elementary schools and examined the correlations with observed instructional and behavioral management practices (i.e., general praise, behavior specific praise [BSP], behavioral correction, harsh correction, opportunities to respond [OTRs]) across two-time windows: a full school day and 15-min of teacher-led large-group instruction. Sentiment scores were derived using Linguistic Inquiry Word Count (LIWC-22) software, capturing both tone and emotionality metrics. Findings revealed weak to moderate positive correlations between emotional valence and praise, particularly general and combined praises. Emotionality showed stronger association with praise to correction ratios and was more sensitive to short-term emotional expression. No significant correlations were found with harsh corrections or OTRs. Additionally, moderate temporal stability was observed between full-day and 15-min emotional valence scores. Initial findings identified emotionality—capturing explicit emotional language—as a promising complement to traditional observation methods. We discuss findings and implications for integrating sentiment metrics into technological tools to support teacher development and classroom climate monitoring. Future research is needed to expand and validate preliminary findings across diverse educational contexts and explore whether emotional valence moderates or mediates the effectiveness of instructional practices.
{"title":"Measuring teacher emotional language valence via sentiment analysis: Correlations with classroom practices","authors":"María Reina Santiago-Rosario, Asha Yadav, Kent McIntosh, Haley Cerdan","doi":"10.1016/j.jsp.2025.101518","DOIUrl":"10.1016/j.jsp.2025.101518","url":null,"abstract":"<div><div>This study explores the use of sentiment analysis (i.e., a natural language processing [NLP] technique) to assess teacher emotional valence in speech (i.e., whether language is positive, negative, or neutral) during classroom interactions. We analyzed the emotional valence of 131 teachers across eight rural elementary schools and examined the correlations with observed instructional and behavioral management practices (i.e., general praise, behavior specific praise [BSP], behavioral correction, harsh correction, opportunities to respond [OTRs]) across two-time windows: a full school day and 15-min of teacher-led large-group instruction. Sentiment scores were derived using Linguistic Inquiry Word Count (LIWC-22) software, capturing both <em>tone</em> and <em>emotionality</em> metrics. Findings revealed weak to moderate positive correlations between emotional valence and praise, particularly general and combined praises. Emotionality showed stronger association with praise to correction ratios and was more sensitive to short-term emotional expression. No significant correlations were found with harsh corrections or OTRs. Additionally, moderate temporal stability was observed between full-day and 15-min emotional valence scores. Initial findings identified <em>emotionality</em>—capturing explicit emotional language—as a promising complement to traditional observation methods. We discuss findings and implications for integrating sentiment metrics into technological tools to support teacher development and classroom climate monitoring. Future research is needed to expand and validate preliminary findings across diverse educational contexts and explore whether emotional valence moderates or mediates the effectiveness of instructional practices.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"114 ","pages":"Article 101518"},"PeriodicalIF":4.1,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145749332","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}
Pub Date : 2025-12-10DOI: 10.1016/j.jsp.2025.101516
Lisa N. Aguilar , Amanda L. Sullivan , Shereen C. Naser , Sujay V. Sabnis
As school psychology works to advance social justice in research, training, and practice, interpretation of social justice often emphasizes dismantling the racism in our educational system. Associated efforts among school psychologists and school psychology organizations to address decolonization have primarily been symbolic (e.g., land acknowledgements). Social justice and antiracism are important but insufficient to disrupt colonization and support liberation. To truly realize liberation as both a process and a goal, we must work towards decolonization. And to decolonize the field, school psychologists must understand colonialism and how it has and continues to shape the field. This critical consciousness is necessary to support the un/learning needed to better support sustained, structural change in all aspects of our professional work. This manuscript is the first in a two-part series on colonization, decolonization, and Indigenization of school psychology. Here, we provide an overview of colonization and then discuss its influence in education and school psychology, including diversity, equity, inclusion, and social justice initiatives. We assert that decolonization and Indigenization are required to address colonization as a macro-structure and prevent its continued harms in schools and society.
{"title":"Unsettling and rerooting psychological practice in schools: Part 1 - Overview of colonization and its influence on school psychology","authors":"Lisa N. Aguilar , Amanda L. Sullivan , Shereen C. Naser , Sujay V. Sabnis","doi":"10.1016/j.jsp.2025.101516","DOIUrl":"10.1016/j.jsp.2025.101516","url":null,"abstract":"<div><div>As school psychology works to advance social justice in research, training, and practice, interpretation of social justice often emphasizes dismantling the racism in our educational system. Associated efforts among school psychologists and school psychology organizations to address decolonization have primarily been symbolic (e.g., land acknowledgements). Social justice and antiracism are important but insufficient to disrupt colonization and support liberation. To truly realize liberation as both a process and a goal, we must work towards decolonization. And to decolonize the field, school psychologists must understand colonialism and how it has and continues to shape the field. This critical consciousness is necessary to support the un/learning needed to better support sustained, structural change in all aspects of our professional work. This manuscript is the first in a two-part series on colonization, decolonization, and Indigenization of school psychology. Here, we provide an overview of colonization and then discuss its influence in education and school psychology, including diversity, equity, inclusion, and social justice initiatives. We assert that decolonization and Indigenization are required to address colonization as a macro-structure and prevent its continued harms in schools and society.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"114 ","pages":"Article 101516"},"PeriodicalIF":4.1,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145885051","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}
Pub Date : 2025-12-10DOI: 10.1016/j.jsp.2025.101514
Keith C. Herman , Wendy M. Reinke , James Sebastian , Colleen L. Eddy , Wenxi Yang
This study examined the technical properties of single-item measures of stress and coping, their patterns of responses, and their associations with depression among a group of 814 middle school students. We examined the temporal stability and intercorrelations of the items with each other and with a measure of depressive symptoms at baseline and at 6- and 18-month followups. The measures demonstrated comparable test-retest reliability as multi-item measures of stress and coping reported in prior studies. Their intercorrelations and relations with depressive symptoms also were very consistent with prior research using longer measures. We next conducted a latent profile analysis of the students' self-reported levels of stress and coping at the beginning of the school year and used the resulting profiles to predict depressive symptoms over time. Four profiles were found characterized by the following: high stress and high coping (14 %), low stress and low coping (27 %), high stress and low coping (13 %), and low stress and high coping (46 %). The least adaptive profile, high stress/low coping, had the highest risk of clinically significant depressive symptoms at each time point. Nearly two-thirds of students in the least adaptive profile had elevated depression at baseline compared to only 4 % of students in the low stress/high coping group. Examining stress and coping in combination using single-items can inform efforts to improve student well-being.
{"title":"Pragmatic measures of middle school student stress and coping: Concurrent and prospective relations with depression","authors":"Keith C. Herman , Wendy M. Reinke , James Sebastian , Colleen L. Eddy , Wenxi Yang","doi":"10.1016/j.jsp.2025.101514","DOIUrl":"10.1016/j.jsp.2025.101514","url":null,"abstract":"<div><div>This study examined the technical properties of single-item measures of stress and coping, their patterns of responses, and their associations with depression among a group of 814 middle school students. We examined the temporal stability and intercorrelations of the items with each other and with a measure of depressive symptoms at baseline and at 6- and 18-month followups. The measures demonstrated comparable test-retest reliability as multi-item measures of stress and coping reported in prior studies. Their intercorrelations and relations with depressive symptoms also were very consistent with prior research using longer measures. We next conducted a latent profile analysis of the students' self-reported levels of stress and coping at the beginning of the school year and used the resulting profiles to predict depressive symptoms over time. Four profiles were found characterized by the following: high stress and high coping (14 %), low stress and low coping (27 %), high stress and low coping (13 %), and low stress and high coping (46 %). The least adaptive profile, high stress/low coping, had the highest risk of clinically significant depressive symptoms at each time point. Nearly two-thirds of students in the least adaptive profile had elevated depression at baseline compared to only 4 % of students in the low stress/high coping group. Examining stress and coping in combination using single-items can inform efforts to improve student well-being.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"114 ","pages":"Article 101514"},"PeriodicalIF":4.1,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145749333","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}
Pub Date : 2025-12-08DOI: 10.1016/j.jsp.2025.101502
Yue Guo, Sterett H. Mercer, Bonita Squires
Multi-component writing interventions that target text generation and/or self-regulation skills differ in the extent to which they also emphasize transcription instruction, which focuses on spelling, handwriting, or keyboarding skills. To determine how transcription instruction contributes to the effects of multi-component writing intervention, we conducted a meta-analysis of group experimental writing intervention studies for K-12 students. A total of 54 effect sizes from 33 studies for writing quantity and 105 effect sizes from 64 studies for writing quality were included. Results showed that multi-component writing intervention, either with or without a transcription component, yielded stronger effects on writing quantity and quality than transcription intervention alone (quantity: g = 0.40, 95 % CI [−0.14, 0.93]; quality: g = 0.15, 95 % CI [−0.20, 0.51]). However, multi-component writing intervention with transcription components (quantity: g = 0.50, 95 % CI [−0.01, 1.01], quality: g = 0.55, 95 % CI [0.10, 1.00]) tended to have smaller effects than those without a transcription component (quantity: g = 0.66, 95 % CI [0.30, 1.03]; quality: g = 0.85, 95 % CI [0.58, 1.13]). Moderator analyses showed that students at secondary grade levels tended to have larger writing effects than students at elementary grade levels, regardless of the type of writing intervention. Also, students with academic difficulties gained larger effects on writing quantity than writing quality outcomes. These findings supported the theoretical and practical importance of multi-component writing intervention on higher-level writing skills, encouraging its implementation even for young and/or struggling writers, for whom transcription intervention is often emphasized.
{"title":"Does transcription instruction make writing intervention more effective? A meta-analysis","authors":"Yue Guo, Sterett H. Mercer, Bonita Squires","doi":"10.1016/j.jsp.2025.101502","DOIUrl":"10.1016/j.jsp.2025.101502","url":null,"abstract":"<div><div>Multi-component writing interventions that target text generation and/or self-regulation skills differ in the extent to which they also emphasize transcription instruction, which focuses on spelling, handwriting, or keyboarding skills. To determine how transcription instruction contributes to the effects of multi-component writing intervention, we conducted a meta-analysis of group experimental writing intervention studies for K-12 students. A total of 54 effect sizes from 33 studies for writing quantity and 105 effect sizes from 64 studies for writing quality were included. Results showed that multi-component writing intervention, either with or without a transcription component, yielded stronger effects on writing quantity and quality than transcription intervention alone (quantity: <em>g</em> = 0.40, 95 % CI [−0.14, 0.93]; quality: <em>g</em> = 0.15, 95 % CI [−0.20, 0.51]). However, multi-component writing intervention with transcription components (quantity: <em>g</em> = 0.50, 95 % CI [−0.01, 1.01], quality: <em>g</em> = 0.55, 95 % CI [0.10, 1.00]) tended to have smaller effects than those without a transcription component (quantity: <em>g</em> = 0.66, 95 % CI [0.30, 1.03]; quality: <em>g</em> = 0.85, 95 % CI [0.58, 1.13]). Moderator analyses showed that students at secondary grade levels tended to have larger writing effects than students at elementary grade levels, regardless of the type of writing intervention. Also, students with academic difficulties gained larger effects on writing quantity than writing quality outcomes. These findings supported the theoretical and practical importance of multi-component writing intervention on higher-level writing skills, encouraging its implementation even for young and/or struggling writers, for whom transcription intervention is often emphasized.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"114 ","pages":"Article 101502"},"PeriodicalIF":4.1,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145698140","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}
Pub Date : 2025-12-08DOI: 10.1016/j.jsp.2025.101517
Shereen C. Naser , Lisa N. Aguilar , Sujay V. Sabnis , Amanda L. Sullivan , Trae Brown , Bryanna Kinlicheene , Shafiq Nashashibi
Social justice initiatives often ignore or minimize the concepts, processes, and realities of colonialism, decolonization, or Indigenization. In Part 1, we overviewed colonialism and how it shapes school psychology and limits the potential of equity and social justice initiatives to promote inclusive liberation. We argued that decolonization and Indigenization are necessary for liberatory futures. In Part 2, we define Indigenization and decolonization, discuss the varied ways each can be enacted, and propose leveraging the two in tandem to foster liberatory school psychology praxis for transformative action. We define this praxis and provide key examples of how it addresses the harms of colonialism in educational and school psychology practice. We conclude with an illustrative composite story accompanied by guiding questions to support readers’ reflexivity.
{"title":"Unsettling and rerooting psychological practice in schools: Part 2 - Decolonization and indigenization of school psychology as liberatory praxis","authors":"Shereen C. Naser , Lisa N. Aguilar , Sujay V. Sabnis , Amanda L. Sullivan , Trae Brown , Bryanna Kinlicheene , Shafiq Nashashibi","doi":"10.1016/j.jsp.2025.101517","DOIUrl":"10.1016/j.jsp.2025.101517","url":null,"abstract":"<div><div>Social justice initiatives often ignore or minimize the concepts, processes, and realities of colonialism, decolonization, or Indigenization. In Part 1, we overviewed colonialism and how it shapes school psychology and limits the potential of equity and social justice initiatives to promote inclusive liberation. We argued that decolonization and Indigenization are necessary for liberatory futures. In Part 2, we define Indigenization and decolonization, discuss the varied ways each can be enacted, and propose leveraging the two in tandem to foster liberatory school psychology praxis for transformative action. We define this praxis and provide key examples of how it addresses the harms of colonialism in educational and school psychology practice. We conclude with an illustrative composite story accompanied by guiding questions to support readers’ reflexivity.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"114 ","pages":"Article 101517"},"PeriodicalIF":4.1,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145885050","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}
Pub Date : 2025-12-08DOI: 10.1016/j.jsp.2025.101522
Emily R. DeFouw , David A. Klingbeil , Robin S. Codding , Alexander D. Latham , Brittany Pigg , Gabreyle McCroskey
Given the number of students demonstrating math difficulties nationally, efforts to optimize instruction and intervention strategies to maximize schools' resources (e.g., personnel, time) are necessary. One method to increase practice opportunities and flexibility for educators is to space instruction across the day. We employed a randomized controlled trial to evaluate whether different practice schedules would impact the short- and long-term effects of a classwide Cover-Copy-Compare math intervention targeting simple and complex math computation problems. We also investigated whether students' average number of opportunities to respond, teachers' ratings of intervention usability, and students' ratings of treatment acceptability differed across the randomly assigned conditions. Thirteen classrooms from two school districts in the Southeast participated. The total dosage per day was held constant across conditions. When compared to students who practiced math facts during one session, students who participated in two or three practice sessions spaced throughout the day had higher math performance on simple computation problems (i.e., subtraction) after a four-week follow-up (g = 0.15 to g = 0.36). Students who practiced math facts during one 10-min session had higher performance on complex computation (i.e., 2 × 2 subtraction) problems (g = −0.30 to g = 0.11) in comparison to students who participated in two or three sessions. Teachers and students perceived the overall intervention and procedures to be acceptable with some variability across grade and condition. Implications for research and practice are discussed with recommendations for educators to consider when designing effective instructional tasks.
{"title":"The impact of distributed practice schedules within a classwide computation intervention: A randomized control trial","authors":"Emily R. DeFouw , David A. Klingbeil , Robin S. Codding , Alexander D. Latham , Brittany Pigg , Gabreyle McCroskey","doi":"10.1016/j.jsp.2025.101522","DOIUrl":"10.1016/j.jsp.2025.101522","url":null,"abstract":"<div><div>Given the number of students demonstrating math difficulties nationally, efforts to optimize instruction and intervention strategies to maximize schools' resources (e.g., personnel, time) are necessary. One method to increase practice opportunities and flexibility for educators is to space instruction across the day. We employed a randomized controlled trial to evaluate whether different practice schedules would impact the short- and long-term effects of a classwide Cover-Copy-Compare math intervention targeting simple and complex math computation problems. We also investigated whether students' average number of opportunities to respond, teachers' ratings of intervention usability, and students' ratings of treatment acceptability differed across the randomly assigned conditions. Thirteen classrooms from two school districts in the Southeast participated. The total dosage per day was held constant across conditions. When compared to students who practiced math facts during one session, students who participated in two or three practice sessions spaced throughout the day had higher math performance on simple computation problems (i.e., subtraction) after a four-week follow-up (<em>g</em> = 0.15 to <em>g</em> = 0.36). Students who practiced math facts during one 10-min session had higher performance on complex computation (i.e., 2 × 2 subtraction) problems (<em>g</em> = −0.30 to <em>g</em> = 0.11) in comparison to students who participated in two or three sessions. Teachers and students perceived the overall intervention and procedures to be acceptable with some variability across grade and condition. Implications for research and practice are discussed with recommendations for educators to consider when designing effective instructional tasks.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"114 ","pages":"Article 101522"},"PeriodicalIF":4.1,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145698135","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}
Pub Date : 2025-12-01DOI: 10.1016/j.jsp.2025.101493
Michael A. Medina , Channing J. Mathews , Wendy de los Reyes , Anshita Singh , Matthew Diemer , Tina M. Durand
Research on ethnic-racial identity (ERI) and critical consciousness (CC) provide relevant and timely insights into youth development, particularly among youth of color. Simultaneously, developmental and educational research are re-examining their methodologies in terms of their use (or lack) of anti-racist practices and policies. In the current examination, we consider past and modern methodologies in ERI and CC work, ways in which they are and may be theoretically founded, and how we may best advance anti-racist research methodology in these areas. To do so, we discuss the processes of ERI and CC development within a developmentally relevant timeframe and context: adolescence and school spaces.
{"title":"Anti-racist methodological approaches to ethnic-racial identity and critical consciousness scholarship","authors":"Michael A. Medina , Channing J. Mathews , Wendy de los Reyes , Anshita Singh , Matthew Diemer , Tina M. Durand","doi":"10.1016/j.jsp.2025.101493","DOIUrl":"10.1016/j.jsp.2025.101493","url":null,"abstract":"<div><div>Research on ethnic-racial identity (ERI) and critical consciousness (CC) provide relevant and timely insights into youth development, particularly among youth of color. Simultaneously, developmental and educational research are re-examining their methodologies in terms of their use (or lack) of anti-racist practices and policies. In the current examination, we consider past and modern methodologies in ERI and CC work, ways in which they are and may be theoretically founded, and how we may best advance anti-racist research methodology in these areas. To do so, we discuss the processes of ERI and CC development within a developmentally relevant timeframe and context: adolescence and school spaces.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"113 ","pages":"Article 101493"},"PeriodicalIF":4.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624058","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}
Pub Date : 2025-11-11DOI: 10.1016/j.jsp.2025.101490
Peter D. Goldie , Dana Bincoletto , Sally L. Grapin
School psychology scholars have historically failed to acknowledge that studying and naming racism is essential for their work. Recent calls to action have implored school psychology researchers to interrogate the field's perpetuation of and complicity in racial oppression and white supremacy through research. Building on prior work, the present study investigated the content of articles published in 10 school psychology journals between 2011 and 2021 by examining (a) how often the school psychology literature has empirically studied racism, (b) whether the number of racism-focused publications varied by year and journal, and (c) which racial groups and topics were the foci of these studies. Results indicated that 6.3 % of US-based empirical articles focused on racism, with a gradual increase in the publication of such articles over time (4.0 % in 2011, 11.2 % in 2021). There was variability in the representation of this work across journals. Black and white populations were most represented in samples, and most articles on racism focused on K–12 students' academic, social, emotional, and behavioral functioning. Our findings underscore the urgency of centering racial justice topics in school psychology research to work toward anti-colonialism in the field and better serve all youth.
{"title":"Investigating trends in U.S.-based empirical research on racism in school psychology","authors":"Peter D. Goldie , Dana Bincoletto , Sally L. Grapin","doi":"10.1016/j.jsp.2025.101490","DOIUrl":"10.1016/j.jsp.2025.101490","url":null,"abstract":"<div><div>School psychology scholars have historically failed to acknowledge that studying and naming racism is essential for their work. Recent calls to action have implored school psychology researchers to interrogate the field's perpetuation of and complicity in racial oppression and white supremacy through research. Building on prior work, the present study investigated the content of articles published in 10 school psychology journals between 2011 and 2021 by examining (a) how often the school psychology literature has empirically studied racism, (b) whether the number of racism-focused publications varied by year and journal, and (c) which racial groups and topics were the foci of these studies. Results indicated that 6.3 % of US-based empirical articles focused on racism, with a gradual increase in the publication of such articles over time (4.0 % in 2011, 11.2 % in 2021). There was variability in the representation of this work across journals. Black and white populations were most represented in samples, and most articles on racism focused on K–12 students' academic, social, emotional, and behavioral functioning. Our findings underscore the urgency of centering racial justice topics in school psychology research to work toward anti-colonialism in the field and better serve all youth.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"113 ","pages":"Article 101490"},"PeriodicalIF":4.1,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526180","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}
Pub Date : 2025-11-07DOI: 10.1016/j.jsp.2025.101504
Paul L. Morgan , Eric Hengyu Hu
We investigated the early onset, over-time stability, and explanatory factors of racial and ethnic differences in the risks for reading difficulties including repeatedly across elementary school. We did so through analyses of a nationally representative cohort (N = 16,088). Fourteen percent, 17 %, and 14 % of Black, Hispanic, and Native American students compared to about 6 % and 8 % of White and Asian American students, respectively, displayed reading difficulties in kindergarten. Large differences continued to occur through fifth grade. About 26 % of Black, Hispanic, or Native American students compared to about 10 % of White or Asian American students ever displayed reading difficulties from first to fifth grade. Sixteen percent of Black students, 17 % of Hispanic students, and 12 % of Native American students displayed repeated reading difficulties. About 7 % and 4 % of White and Asian American students did so. Results from multivariable risk and resilience logistic regression models using the antecedent-opportunity-propensity theoretical framework indicated that other explanatory factors fully explained initially observed racial or ethnic differences in the risks for reading difficulties during elementary school. Particularly strong kindergarten predictors were the family's socioeconomic status (adjusted odds ratio range [aOR] of 0.75 to 0.86) and the student's reading achievement (aOR range of 0.16 to 0.56), mathematics achievement (aOR range of 0.33 to 0.50), working memory (aOR range of 0.70 to 0.79), and inhibitory control (aOR range of 0.71 to 0.83). Negative binomial regression models of repeated reading difficulties and robustness checks further supported the findings. Economic and educational policies to address racial and ethnic differences in the risks for reading difficulties including repeatedly over time may need to begin by kindergarten.
{"title":"Racial and ethnic differences in the risks for reading difficulties across elementary school","authors":"Paul L. Morgan , Eric Hengyu Hu","doi":"10.1016/j.jsp.2025.101504","DOIUrl":"10.1016/j.jsp.2025.101504","url":null,"abstract":"<div><div>We investigated the early onset, over-time stability, and explanatory factors of racial and ethnic differences in the risks for reading difficulties including repeatedly across elementary school. We did so through analyses of a nationally representative cohort (<em>N =</em> 16,088). Fourteen percent, 17 %, and 14 % of Black, Hispanic, and Native American students compared to about 6 % and 8 % of White and Asian American students, respectively, displayed reading difficulties in kindergarten. Large differences continued to occur through fifth grade. About 26 % of Black, Hispanic, or Native American students compared to about 10 % of White or Asian American students ever displayed reading difficulties from first to fifth grade. Sixteen percent of Black students, 17 % of Hispanic students, and 12 % of Native American students displayed repeated reading difficulties. About 7 % and 4 % of White and Asian American students did so. Results from multivariable risk and resilience logistic regression models using the antecedent-opportunity-propensity theoretical framework indicated that other explanatory factors fully explained initially observed racial or ethnic differences in the risks for reading difficulties during elementary school. Particularly strong kindergarten predictors were the family's socioeconomic status (adjusted odds ratio range [aOR] of 0.75 to 0.86) and the student's reading achievement (aOR range of 0.16 to 0.56), mathematics achievement (aOR range of 0.33 to 0.50), working memory (aOR range of 0.70 to 0.79), and inhibitory control (aOR range of 0.71 to 0.83). Negative binomial regression models of repeated reading difficulties and robustness checks further supported the findings. Economic and educational policies to address racial and ethnic differences in the risks for reading difficulties including repeatedly over time may need to begin by kindergarten.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"113 ","pages":"Article 101504"},"PeriodicalIF":4.1,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466811","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号