The Moderating Role of Ethnic Identity on the Relationship Between School Climate and Self-Esteem for African American Adolescents

Fisher, Amy E.; Arsenault, Chelsea; Jacob, Rachel; Barnes-Najor, Jessica

doi:10.1080/2372966x.2020.1760690

Cited by 16 publications

(8 citation statements)

References 57 publications

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“…For Black adolescents, previous studies show a positive relationship between self-reported perceptions of school climate and self-esteem (Bottiani et al, 2017;Fisher et al, 2020). Further research revealed that ethnic identity (i.e., one's exploration and participation in cultural activities and their feelings of affirmation and belonging in their ethnic group) moderated the relationship between school climate and self-esteem (Fisher et al, 2020). Bottiani and colleagues (2017) reported that Black students' perception of equity affected the relationship between school connectedness and school safety and the students' self-esteem.…”

Section: Culturally Responsive School Climatementioning

confidence: 97%

Equitable practices in school mental health

DeBoer

Allouche

Vasquez

et al. 2022

Psychology in the Schools

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Given the prevalence and negative outcomes associated with untreated mental health concerns, there is an urgent need for schools to enhance their capacity to prevent, identify, and address these needs. This is particularly important for students from culturally and linguistically diverse backgrounds, who are more likely to be underserved and face barriers to mental health treatment. Current methods of addressing mental health at school are reactive and insufficient, failing to address the needs of all students. Without an explicit focus on dismantling systemic racism and inequity within schools, our society will continue to underserve those already disenfranchised. As such, this paper outlines the challenges as well as the importance of incorporating culture into a conceptualization of universal mental health in schools. We include state‐, district‐, and school‐level solutions in this conceptualization. Specifically, we propose sample solutions to the implementation of equity‐focused, comprehensive mental health practices within a multitiered system of support, focusing predominantly on universal (i.e., tier 1 level) practices.

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Section: Culturally Responsive School Climatementioning

confidence: 97%

Equitable practices in school mental health

DeBoer

Allouche

Vasquez

et al. 2022

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Quantitative research has identified REI as a mediator between social experiences and prosocial outcomes (Belgrave et al., 2011; Fergus et al., 2005; Harris & Kruger, 2019; Lozada et al., 2017; Maiya et al., 2021; Quimby et al., 2018; Smith et al., 1999; White‐Johnson, 2012, 2015). It should be noted that others have investigated REI as a moderator (e.g., Fisher et al., 2020) and as an outcome variable (e.g., DiClemente et al., 2018). There has been scant qualitative study of REI and prosociality in Black adolescents (but see Deutsch, 2005).…”

Section: The Context Of Developmentmentioning

confidence: 99%

“Be Kind But Not Too Kind”: Black Males' Prosocial Behaviors in the Face of Dehumanization

Harris

Kruger

2022

J of Research on Adolesc

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This qualitative study examined how adolescent Black males (N = 12) talk about their identities, prosocial behaviors, and connections between them. Of special interest was whether and how the participants included their experiences of dehumanization. Focus group data were analyzed using modified analytic induction. Participants felt good about their racially gendered identities but felt they occupied a precarious position in the United States. Participants' beliefs about how others viewed them motivated restraint from engaging in too many prosocial acts to prevent appearing vulnerable. Participants explicitly referred to their experience of oppression in these discussions and its interaction with identity and prosociality. Results suggest research must consider how macro-level processes like racism influence the identities and prosocial behaviors of adolescent Black males.

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“…Increasing emphasis has been placed on the importance of centering race and ethnicity in scholarship and practices to promote school safety (Eddy et al, 2020;Felix & You, 2011;Fisher et al, 2020;García-Vázquez et al, 2020;Gregory et al, 2021;Juvonen et al, 2006;Lacoe, 2015;Madfis et al, 2021;Naser & Dever, 2019;Parker et al, 2020). Jimerson et al (2021) highlighted the importance of advancing diversity, equity, and inclusion in the field of school psychology, highlighting the importance of featuring scholarship that advances our knowledge and understanding of minoritized youth, families, and communities.…”

Section: Centering Race and Ethnicity In School Safetymentioning

confidence: 99%

Preventing School Violence and Promoting School Safety: Contemporary Scholarship Advancing Science, Practice, and Policy

Mayer

Nickerson

Jimerson

2021

School Psychology Review

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School safety is essential for children and youth in schools to learn and experience a positive developmental trajectory. School safety research featured herein intentionally draws upon multiple fields of study, including, but not limited to education; special education; school, counseling, clinical and community psychology; social work; juvenile justice; and sociology. the articles in this special issue draw on many theoretical frameworks, considering developmental theories, social-ecological and cognitive-ecological perspectives, information processing, normative behavior theory, socialidentity, social-transactional processes, and social networking models. this overview of the special issue synthesizes and integrates findings from these articles across five areas: (a) conceptual foundations, (b) centering race and ethnicity in school safety, (d) school resource officers' training and roles, (d) discipline and school climate, and (e) bullying and peer victimization. Many of these articles leverage scholarship across topics such as providing beneficial schoolwide systems of discipline, promoting positive school climates, addressing bullying, fostering authoritative models in schools, facilitating culturally responsive schools, and understanding mental health needs of students. IMPACT STATEMENTthis paper provides a synthesis of articles featured in the special topic section focused on preventing school violence and promoting school safety. Key implications for practice and policy include enabling stakeholders to understand the current state of knowledge in the field, empowering agents of change for broader policy and programming, and advancing research towards new understandings.

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The Moderating Role of Ethnic Identity on the Relationship Between School Climate and Self-Esteem for African American Adolescents

Cited by 16 publications

References 57 publications

Equitable practices in school mental health

Equitable practices in school mental health

“Be Kind But Not Too Kind”: Black Males' Prosocial Behaviors in the Face of Dehumanization

Preventing School Violence and Promoting School Safety: Contemporary Scholarship Advancing Science, Practice, and Policy

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