A qualitative exploration of school racial diversity, friendship choices, and Black women's identity-based experiences in high school

Leath, Seanna; Pfister, Theresa; Ball, Paris; Butler‐Barnes, Sheretta T.; Evans, Khrysta A.

doi:10.1016/j.jsp.2021.09.006

Cited by 9 publications

(20 citation statements)

References 79 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Together with our results, in the adolescent period (junior high school), children who use only foreign languages may have better mental health status because of the homogeneity of the society they live in. However, it is also possible that adolescents seek racially homogenous friendships if it is difficult to form affirming and supportive relationships in a setting dominated by races different from their own 44 . Additionally, it has been demonstrated that racial/ethnic diversity and its promotion in the school setting could have a positive influence on the competence and academic achievement of adolescents 45,46 .…”

Section: Discussionmentioning

confidence: 99%

Mental health status of children who use foreign languages at home in Japan

Takahashi,

Nishimura,

Osuka

et al. 2023

PCN Reports

View full text Add to dashboard Cite

Aim Little is known about the mental health status of children in Japan whose roots are in foreign countries. The differences in language that are used every day may be a factor that makes adaptation difficult for these children. The aim of the present study, therefore, was to examine the mental health status of children who use foreign languages at home via a cross‐sectional survey in a large cohort. Methods The survey was conducted among children who attended public elementary and junior high schools in a large city in Japan. Data were received from 20,596 elementary school‐aged (above 4th grade) and 19,464 junior high school‐aged children. We compared mental health status evaluated by the Patient Health Questionnaire‐4 in the group based on language usage at home (only Japanese, only foreign languages, and both languages). Results We found that children who used foreign languages at home exhibited worse mental health status than children who used only Japanese at home. In addition, mental health status was slightly better among junior high school‐aged children who used only foreign languages at home than among elementary school‐aged children. This tendency was not observed in the group of children who used both languages at home. Conclusion Our results suggest that children in Japanese society who use foreign languages at home have worse mental health, therefore there is a need for support for these children living in Japan.

show abstract

Section: Discussionmentioning

confidence: 99%

Mental health status of children who use foreign languages at home in Japan

Takahashi,

Nishimura,

Osuka

et al. 2023

PCN Reports

View full text Add to dashboard Cite

show abstract

“…As more scholars address the relational aspects of school racial contexts, such as peer social norms (Rivas-Drake et al, 2019), it is important to consider the intersectional raced and gendered realities of Black girls (Davis Tribble et al, 2019; Rosario et al, 2021; Ward & Robinson-Wood, 2016). Several studies highlighted the positive influences of same-race peer networks on Black student achievement and racial identity in K-12 schools and higher education (Gilkes, 2019; Leath, et al, 2021; Rivas-Drake et al, 2019), while a few investigations documented the challenges of same-race peer networks for Black students in predominantly White schools, as well (Carter Andrews et al, 2019; Leath, Quiles, et al, 2022). Similarly, we found that while some women felt less affected by colorism because they were surrounded by other Black students in K-12 who offered a diversity of looks, personalities, and friendship opportunities, other women described how same-race peers were the primary perpetrators of colorist messages in their settings.…”

Section: Discussionmentioning

confidence: 99%

Colorism as Historical Trauma: Exploring School Racial Context, Peer Dynamics, and Counternarratives Among Black Women

Leath,

Bart-Plange,

Moseley

et al. 2023

Journal of Black Psychology

Self Cite

View full text Add to dashboard Cite

In the current qualitative study, we draw upon the colorist-historical trauma framework and misogynoir theory to explore Black college women’s peer-based messages of skin tone bias in school settings. We analyzed individual interview data from 26 ethnically diverse Black women (18–22 years) with consensual qualitative research methods to explore their beliefs and perspectives on their peers’ colorist messages in K-16 education. We focused on three main themes from the women’s narratives, including the critical role of school racial context, the harmful nature of colorist comments from Black men and boys, and the affirming nature of counternarratives from Black girlfriends. Consistent with past studies, peers’ colorist messages reinforced racialized social hierarchies and Eurocentric notions of beauty by privileging lighter-toned women compared to darker-toned women. The young women described how colorist messages from peers contributed to body surveillance and physical insecurities during childhood, and how they cultivated personal and collective counternarratives on beauty and self-worth in adulthood. Authors discuss colorism as a form of trauma among Black women and girls, with particular attention to identity development.

show abstract

“…Summary of results. Leath et al (2021), who explored how Black girls navigate friendships in high schools, sent a summary of the results of the data analysis to participants to get their feedback and made changes to the results based on that feedback in order to "ensure that [their] findings reflected the young Black women's perspectives" (p. 39). Similarly, Newman and Ingraham (2020) sent their findings (consisting of a summary of themes and a conceptual model created by the authors based on the study results) to participants and requested their feedback in specific areas such as "(a) their perceived accuracy of the theme; (b) what, if anything would enhance the accuracy; and (c) what additional points they had for consideration regarding each theme" (p. 17).…”

Section: Member Checkingmentioning

confidence: 99%

Validity practices in qualitative research in school psychology

Sabnis,

Wolgemuth

2023

School Psychology International

View full text Add to dashboard Cite

Validity refers to the extent to which a given study reflects the dominant values of a research community regarding what constitutes “good” research. Methodological texts on qualitative research provide a wide range of criteria and strategies to help qualitative researchers validate their studies. Given the importance of these strategies to establish a study as trustworthy and legitimate, the objective of this study was to understand the strategies commonly used by school psychology researchers in qualitative research. We therefore reviewed qualitative research articles published in seven school psychology journals between 2006 and 2021. We found 15 strategies authors used to enhance the validity of their research. We also found that a strategy could be enacted in many different ways by different researchers depending on the context. We conclude by recommending four ways in which qualitative researchers in school psychology can improve their validation practices.

show abstract

A qualitative exploration of school racial diversity, friendship choices, and Black women's identity-based experiences in high school

Cited by 9 publications

References 79 publications

Mental health status of children who use foreign languages at home in Japan

Mental health status of children who use foreign languages at home in Japan

Colorism as Historical Trauma: Exploring School Racial Context, Peer Dynamics, and Counternarratives Among Black Women

Validity practices in qualitative research in school psychology

Contact Info

Product

Resources

About