Development of
            <i>Black to Success</i>
            : A Culturally Enriched Social Skills Program for Black Adolescent Males

Heidelburg, Kamontá; Collins, Tai A.

doi:10.1080/2372966x.2021.2001691

Cited by 5 publications

(5 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Because traditional education often inadequately teaches Black students their history and culture, Afrocentric interventions are needed to combat the systemic barriers that hinder the success of Black children in schools (Aston & Graves, 2016; Heidelburg & Collins, in press). Afrocentrism refers to the perspective of Africa as the origin of human civilization (Denbo & Beaulieu, 2002).…”

Section: Recommendations For Practicementioning

confidence: 99%

“…Although more research is needed, Afrocentric programs can challenge systemic barriers such as racism, inadequate resources, and discrimination found within oppressive institutional systems (Aston & Graves, 2016; Heidelburg & Collins, in press). Belgrave et al (2011) suggested that Afrocentric interventions provide students with a host of positive characteristics, including positive choice-making, relationship skills, identity empowerment, self-esteem, and greater ethnic/racial pride.…”

Section: Recommendations For Practicementioning

confidence: 99%

“…Furthermore, Afrocentric values are positively correlated with academic self-efficacy beliefs for elementary-age students, suggesting higher expectations for future accomplishments (Shin, 2011). For Black students, culturally responsive practices incorporating Afrocentrism through the schooling process can serve as a protective factor (Graves & Aston, 2018; Heidelburg & Collins, in press) and can empower students to overcome oppressive institutional barriers (Denbo & Beaulieu, 2002).…”

Section: Recommendations For Practicementioning

confidence: 99%

“…For Black children, research demonstrates that mentoring can serve as a protective factor (Hall, 2006), and when combined with Afrocentrism, mentoring can also enhance culturally responsive practices such as social skills instruction (Heidelburg & Collins, in press). Mentoring with an Afrocentric worldview intentionally incorporates Black culture and historical roots (Gordon et al, 2009) and can lead to a host of positive outcomes for Black students.…”

Section: Recommendations For Practicementioning

confidence: 99%

See 3 more Smart Citations

Reconceptualizing school safety for Black students

Heidelburg

Phelps

Collins

2022

School Psychology International

View full text Add to dashboard Cite

Ensuring a psychologically and physically safe learning environment for students and staff is necessary for students to learn and grow and for teachers to teach. However, for Black students and other marginalized students, the school environment is often physically and emotionally unsafe and they are targeted by anti-Black policies and practices, ultimately producing inequitable outcomes. As such, school safety must be reexamined and reconceptualized to promote a safe, secure, and welcoming environment for Black students. In this article, we will discuss the school-based experiences of Black students in American schools with a particular focus on Black students’ physical and emotional safety. Furthermore, implications and recommendations for establishing safe, affirming, and culturally relevant educational spaces for Black students are provided.

show abstract

Section: Recommendations For Practicementioning

confidence: 99%

Section: Recommendations For Practicementioning

confidence: 99%

Section: Recommendations For Practicementioning

confidence: 99%

Section: Recommendations For Practicementioning

confidence: 99%

See 2 more Smart Citations

Reconceptualizing school safety for Black students

Heidelburg

Phelps

Collins

2022

School Psychology International

View full text Add to dashboard Cite

show abstract

“…School psychology has a strong focus on the utilization of evidence-based practices; however, the field needs to address the assumptions of equal application of practices across settings, sociodemographic groups, and cultural groups. Researchers are increasingly calling for culturally responsive practices in the application of intervention (e.g., making adjustments to increase the cultural relevance of existing practices to minoritized groups [e.g., Black to Success, Heidelburg & Collins, 2021]). Yet, it's important to call out the extent to which systemic structures influence thinking about the very disparities they intend to correct.…”

Section: Discussionmentioning

confidence: 99%

A call for QuantCrit methodologies: Unpacking the need for a critical lens in school psychology research

D’Costa,

Grant,

Kulkarni

et al. 2023

School Psychology International

View full text Add to dashboard Cite

School psychology has heavily relied on quantitative methodology to create and sustain our knowledge of best practices regarding academic, behavioral, and mental health outcomes for students. Nevertheless, underlying assumptions of the neutrality of quantitative data have obfuscated how school psychology research has perpetuated oppressive ideologies and practices, which directly harm students from marginalized identities. This paper demonstrates the need for employing a critical lens when engaging in and consuming school psychology research that utilizes quantitative methods. One such framework is QuantCrit, developed in the United Kingdom, which intentionally integrates Critical Race Theory tenets into the development, analysis, and interpretation of quantitative data. We explore specific examples of the insidious ways that ‘presumed neutral’ quantitative approaches have led to the perpetuation of oppressive practices in the following key areas of school psychology research: (a) discipline disproportionality, (b) special education disproportionality, and (c) school accountability metrics. Furthermore, we provide recommendations for both utilizing and publishing quantitative research that moves school psychologists towards more equitable practices for children and families across the globe.

show abstract