scholarly journals Buffering Effects of Racial Discrimination on School Engagement: The Role of Culturally Responsive Teachers and Caring School Police

2020 ◽  
Vol 90 (12) ◽  
pp. 1019-1029 ◽  
Author(s):  
Jessika H. Bottiani ◽  
Heather L. McDaniel ◽  
Lora Henderson ◽  
Jasmin E. Castillo ◽  
Catherine P. Bradshaw
Keyword(s):  
Racial Discrimination ◽  
School Engagement ◽  
Culturally Responsive ◽  
Culturally Responsive Teachers ◽  
School Police ◽  
Buffering Effects

Building on What They Bring

2014 ◽  
pp. 67-84
Author(s):  
Anita Bright ◽  
Michael Ames Connor
Keyword(s):  
Culturally Responsive ◽  
Mathematics Instruction ◽  
School Setting ◽  
Cultural Norms ◽  
The World ◽  
Culturally Responsive Teachers

As each child arrives in school with a series of family-provided and possibly previous-schooling-provided memories and experiences to draw from, culturally responsive teachers probe, learn about, and build upon these opportunities. With a focus on ways to best tailor instruction to capitalize upon the strengths each child brings to the classroom, this chapter explores some of the ways cultural norms around mathematics may shape a young child’s early mathematical experiences in a U.S.-based school setting. Additionally, this chapter includes a focus on the key role of families and ways culturally mediated beliefs about the role of the teacher and learner influence mathematics instruction. Further, this chapter touches upon several specific mathematical examples that differ around the world.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Role of Community Connection for Immigrant Youths' School Engagement

2012 ◽  
Author(s):  
Sammy F. Ahmed ◽  
Taveeshi Gupta ◽  
Josephine M. Palmeri ◽  
Lauren Sirin-Rogers
Keyword(s):  
School Engagement

scholarly journals Maternal depressive symptoms and children's academic performance: sex differences in the mediating role of school experiences

2020 ◽  
pp. 1-10
Author(s):  
Marilyn N. Ahun ◽  
Lamprini Psychogiou ◽  
Frédéric Guay ◽  
Michel Boivin ◽  
Richard E. Tremblay ◽  
...  
Keyword(s):  
Sex Differences ◽  
Depressive Symptoms ◽  
Peer Victimization ◽  
School Engagement ◽  
School Experiences ◽  
Maternal Depressive Symptoms ◽  
Reading And Writing ◽  
Mediating Role ◽  
Writing Scores

Abstract Background Maternal depressive symptoms (MDSs) are negatively associated with children's academic performance, with stronger effects sometimes reported in boys. However, few studies have tested the mechanisms of this association. We examined the mediating role of school engagement and peer victimization in this association and tested for sex differences. Methods Participants were 1173 families from a population-based longitudinal Canadian study. MDSs were self-reported annually using the Centre for Epidemiologic Studies Depression Scale (child's age: 5 months to 5 years). Data on mediators (peer victimization, cognitive, behavioral, and emotional school engagement) were reported annually from ages 6–10 by multiple informants including children, parents, and teachers using items from validated scales. Mathematics, reading, and writing exam scores at age 12 were obtained from standardized exams administered by Québec's Ministry of Education and Teaching. Structural equation modeling was used to test mediation by school experiences in boys and girls. Results Exposure to MDSs was negatively associated with mathematics, reading, and writing scores in girls and with mathematics only in boys. Cognitive and behavioral engagement significantly mediated the association between MDSs and mathematics, reading, and writing scores in girls. There were no significant mediators for boys. Conclusions Prevention and intervention strategies aiming to improve school engagement might be beneficial for daughters of mothers experiencing depressive symptoms. Further research is needed to replicate these findings and to identify the mechanisms explaining this association in boys.

Racial Discrimination Predicts Mental Health Outcomes Beyond the Role of Personality Traits in a Community Sample of African Americans

2021 ◽  
pp. 216770262095731
Author(s):  
Yara Mekawi ◽  
Courtland S. Hyatt ◽  
Jessica Maples-Keller ◽  
Sierra Carter ◽  
Vasiliki Michopoulos ◽  
...  
Keyword(s):  
Mental Health ◽  
African Americans ◽  
Health Outcomes ◽  
Personality Traits ◽  
Posttraumatic Stress ◽  
Racial Discrimination ◽  
Community Sample ◽  
Mental Health Outcomes ◽  
Hierarchical Regression

Despite a consistent body of work documenting associations between racial discrimination and negative mental health outcomes, the utility and validity of these findings have recently been questioned because some authors have posited that personality traits may account for these associations. To test this hypothesis in a community sample of African Americans ( n = 419, age: M = 43.96 years), we used bivariate relations and hierarchical regression analyses to determine whether racial discrimination accounted for additional variance in depression, anxiety, and posttraumatic stress symptoms beyond the role of personality. Bivariate relations between personality traits and racial discrimination were small and positive (i.e., rs ≈ .10). Regression results demonstrated that racial discrimination accounted for variance in depression, anxiety, and posttraumatic stress independent of personality traits ( ps < .01). These results suggest that personality traits do not fully explain associations between racial discrimination and negative mental health outcomes, further supporting the detrimental impact of racial discrimination on the mental health of African Americans.

Refugees in Resettlement: Processes, Policies, and Mental Health in the United States

2021 ◽  
Vol 49 (2) ◽  
pp. 178-195
Author(s):  
Johanna E. Nilsson ◽  
Katherine C. Jorgenson
Keyword(s):  
United States ◽  
Asylum Seekers ◽  
Culturally Responsive ◽  
The United States ◽  
Refugee Crisis ◽  
Intervention Model ◽  
Humanitarian Crisis ◽  
American Psychological ◽  
Introductory Article

According to 2019 data, there are 26 million refugees and 3.5 million asylum seekers around the globe, representing a major humanitarian crisis. This Major Contribution provides information on the experiences of refugees resettled in the United States via the presentation of five manuscripts. In this introductory article, we address the current refugee crisis, refugee policies, and resettlement processes in the United States, as well as the American Psychological Association’s response to the crisis and the role of counseling psychology in serving refugees. Next follows three empirical articles, addressing aspects of the resettlement experiences of three groups of refugees: Somali, Burmese, and Syrian. The final article provides an overview of a culturally responsive intervention model to use when working with refugees.

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