scholarly journals A Scoping Review of Colorism in Schools: Academic, Social, and Emotional Experiences of Students of Color

2022 ◽  
Vol 11 (1) ◽  
pp. 15
Author(s):  
Jandel Crutchfield ◽  
Latocia Keyes ◽  
Maya Williams ◽  
Danielle R. Eugene
Keyword(s):  
Public Schools ◽  
Native Americans ◽  
Scoping Review ◽  
Students Of Color ◽  
School Environment ◽  
Asian Students ◽  
Emotional Challenges ◽  
Social And Emotional ◽  
Color Experience ◽  
Academic Settings

Students of color experience academic, social, and emotional challenges due to colorism in schools. The purpose of this scoping review is to compare the experiences with colorism of students from varying racial backgrounds (African Americans, Native Americans, Asians, and Latin) in U.S. public schools. It is predicted that the understudied group of Latinx and indigenous students of color will uniquely experience colorism in academic settings when compared to African American and Asian students. A 30 article literature review utilizing search dates from 1990 to 2020 was conducted employing a scoping review framework. Themes emerged that include: the privileging of lighter skin and more Eurocentric features in academic outcomes, the complicated social status created for students of color experiencing colorism in schools, and the increased potential for emotional challenges as a result of colorism. This review highlights possible school reform efforts to affirm all skin tones, reduce colorist biases, and offer mediation to mitigate colorist experiences in the school environment.

Moving beyond Brown: Race and Education After Parents v. Seattle School District No. 1

2011 ◽  
Vol 113 (4) ◽  
pp. 735-754 ◽  
Author(s):  
Jamel K. Donnor
Keyword(s):  
Public Schools ◽  
School District ◽  
Supreme Court ◽  
Students Of Color ◽  
Global Economy ◽  
Community Schools ◽  
Policy Makers ◽  
Educational Advancement ◽  
Quality Learning ◽  
The U.S

Background By a 5–4 margin, the U.S. Supreme Court in Parents Involved in Community Schools v. Seattle School District No. 1 declared that voluntary public school integration programs were unconstitutional. Citing the prospective harm that students and their families might incur from being denied admission to the high school of their choice, the Supreme Court declared that the plaintiffs, Parents Involved in Community Schools (PICS), had a valid claim of injury by asserting a interest in not being forced to compete for seats at certain high schools in a system that uses race as a deciding factor in many of its admissions decisions. Purpose The goal of the article is to discuss how conceptions of harm and fairness as articulated in Parents Involved in Community Schools v. Seattle School District No. 1 privilege the self-interests of White students and families over the educational needs of students of color. Research Design This article is a document analysis. Conclusions By referencing the Brown v. Board of Education of Topeka decision of 1954 (Brown I) to buttress its decision, the U.S. Supreme Court has determined that programmatic efforts to ensure students of color access to quality learning environments are inherently ominous. The dilemma moving forward for policy makers and scholars concerned with the educational advancement of students of color is not to develop new ways to integrate America's public schools or reconcile the gaps in the Supreme Court's logic, but rather to craft programs and policies for students of color around the human development and workforce needs of the global economy.

Beyond Posters and Pennants: College-Going Messaging at Three Racially and Economically Diverse Public Schools

2019 ◽  
Vol 121 (11) ◽  
pp. 1-42
Author(s):  
Melissa A. Martinez ◽  
Isaac Torres ◽  
Katherine Lewis
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Low Income ◽  
Students Of Color ◽  
Common Ground ◽  
Ecological Model ◽  
Structured Interviews ◽  
College Going ◽  
Field Notes ◽  
College Going Culture

Context It has been argued that high schools with a majority of students of color and from low-income backgrounds must be purposeful in fostering a college-going culture in order to address the challenges and inequities historically underserved students face in preparing for and accessing a higher education. However, what this looks and sounds like in practice is not always clear, leaving schools seeking common ground on how to create a college-going environment. Purpose Through a symbolic and ecological model of college readiness framework, the messaging associated with the college-going culture at three racially and economically diverse Texas high schools that had consistently high college ready graduate rates was examined. The research questions that guided the study included: What types of college-going culture messages are conveyed at the schools, and how? How might such messaging impact students, school staff and leaders? Research Design This study drew on data from a three-year, multi-site descriptive case study of three public high schools in different regions of Texas that all served approximately 50% or more of students with financial need and 72% to 97% students of color, specifically Latina/o and Black students. Data Collection and Analysis Data was collected during week-long, yearly visits to the three schools and included: school and district documents; individual and group semi-structured interviews with 194 individuals including administrators, teachers, support staff, students, parents, and community members; observations of common areas and classrooms; archival data; and researcher-derived documents including field notes, memos, and photographs of the school grounds and school activities. This paper primarily drew on the pictures taken of the schools (in hallways, classrooms, and shared spaces like cafeterias and libraries), field notes, memos, and interview data that specifically spoke to the visual and verbal messaging associated with the college-going culture. Analysis of data revealed six themes: college is a revered goal with many options; varying degrees of integration; support and resources are at your reach; think college and career; finding funding for college is vital; college is an individual and shared success. Conclusions This study's findings suggest the need to: reconsider what a strong college-going culture entails, re-envision college-going cultures as dynamic, multi-layered, and responsive, reframe postsecondary opportunities so they are more expansive and varied, and re-evaluate inequities in college-going messaging and academic rigor.

scholarly journals The school environment and sugar-sweetened beverage consumption among Guatemalan adolescents

2017 ◽  
Vol 20 (16) ◽  
pp. 2980-2987 ◽  
Author(s):  
Katelyn M Godin ◽  
Violeta Chacón ◽  
Joaquin Barnoya ◽  
Scott T Leatherdale
Keyword(s):  
Public Schools ◽  
Built Environment ◽  
School Environment ◽  
School Type ◽  
School Food ◽  
Sugar Sweetened Beverage ◽  
Individual Level ◽  
Vending Machines ◽  
Sweetened Beverages ◽  
Behavioural Characteristics

AbstractObjectiveThe current study sought to examine Guatemalan adolescents’ consumption of sugar-sweetened beverages (SSB), identify which individual-level characteristics are associated with SSB consumption and describe school characteristics that may influence students’ SSB consumption.DesignWithin this observational pilot study, a questionnaire was used to assess students’ consumption of three varieties of SSB (soft drinks, energy drinks, sweetened coffees/teas), as well as a variety of sociodemographic and behavioural characteristics. We collected built environment data to examine aspects of the school food environment. We developed Poisson regression models for each SSB variety and used descriptive analyses to characterize the sample.SettingGuatemala City, Guatemala.SubjectsGuatemalan adolescents (n1042) from four (two public, two private) secondary schools.ResultsBuilt environment data revealed that students from the two public schools lacked access to water fountains/coolers. The SSB industry had a presence in the schools through advertisements, sponsored food kiosks and products available for sale. Common correlates of SSB consumption included school type, sedentary behaviour, frequency of purchasing lunch in the cafeteria, and frequency of purchasing snacks from vending machines in school and off school property.ConclusionsGuatemalan adolescents frequently consume SSB, which may be encouraged by aspects of the school environment. Schools represent a viable setting for equitable population health interventions designed to reduce SSB consumption, including increasing access to clean drinking-water, reducing access to SSB, restricting SSB marketing and greater enforcement of existing food policies.

scholarly journals Neglected scenario of sanitation in schools of Sunsari district of Nepal: Critical sphere for public health consideration

2017 ◽  
Vol 13 (2) ◽  
pp. 114-124
Author(s):  
Pramila Rai ◽  
R B Sah ◽  
R Rijal ◽  
PK Pokharel
Keyword(s):  
Public Schools ◽  
Water Supply ◽  
School Environment ◽  
Simple Random Sampling ◽  
Vital Role ◽  
Septic Tank ◽  
Sanitation And Hygiene ◽  
The Status ◽  
Sound Environment ◽  
Equal Right

Background: Provision of adequate water supply, sanitation facilities, hygiene and waste management in schools reduces the disease burden among children, staff and their families. Every child has equal right to grow in a safe and sound environment. However, levels of water supply, sanitation and hygiene are unacceptable in many schools worldwide.Method: Study included forty schools comprising twenty public and twenty private schools of Sunsari district selected by simple random sampling method. The status of school environment and sanitation were assessed by using observation and interview method using observation checklist, questionnaires and photographs.Result: Two public schools were completely devoid of sanitary facilities though toilet facility was present physically. Students couldn’t use toilet due to lack of water in one school due to theft of tube well and septic tank of the toilet was full in another school. Other remaining schools didn’t have satisfactory, clean and proper sanitary facilities. Only few schools had convenient hand washing point.Conclusion: Sanitation facilities were in neglected state evidenced by unavailability of sanitation facilities even though that was physically present and the sanitation facilities were in pitiable condition including cleanliness, water supply. All the stakeholders including school management, supervisors, parents, teachers, students should be ready to play vital role on their own. Lack of one toilet affects no. of students and people of surrounding area and raises of risk of soil transmitted diseases so this situation demands attention of authorities and other stakeholders.Health Renaissance 2015;13(2): 114-124

scholarly journals TECNOLOGIAS GEOGRÁFICAS NO ENSINO MÉDIO: estudo de caso em escolas públicas de Montes Claros/MG

2020 ◽  
Vol 15 (01) ◽  
pp. 330-350
Author(s):  
Welton Silva Ferreira ◽  
Marcos Esdras Leite
Keyword(s):  
High School ◽  
Public Schools ◽  
School Environment ◽  
Search Criterion ◽  
History Of ◽  
Training Resources ◽  
Teaching Learning ◽  
The City ◽  
State Schools

O presente estudo tem como finalidade, a investigação do conteúdo das geotecnologias no ensino médio em algumas escolas estaduais de Montes Claros-MG, com virtude na otimização e valorização desta área do conhecimento que compete ao ensino escolar, tendo em vista o avanço e acessibilidade dos meios tecnológicos aos estudantes, mas não há familiarização dos mesmos com esses meios no ambiente escolar. Aos professores, cabe considerar neste trabalho, a maneira como eles congregam o assunto proposto ao seu sistema de trabalho, analisando as possíveis dificuldades encontradas. Inicia-se o trabalho apresentando um breve histórico das geotecnologias e o seu desdobramento nos tempos vigente fazendo menção aos meios pedagógicos e de softwares voltados para a prática cartográfica. Metodologicamente serão acatadas como objeto e critério da pesquisa, cinco escolas estaduais localizadas no perímetro urbano da cidade. Posteriormente foi aplicado um formulário aos professores das referidas escolas, em modo de amostra, com intuito de acurar os entraves no processo de ensino-aprendizagem acerca da disciplina. Após a obtenção dos resultados verificou-se a capacidade de apreensão do conteúdo das geotecnologias e as arestas a serem aparadas no que tange o ensino. Palavras-chave: Geotecnologias; cartografia; ensino-aprendizagem; limitações.   GEOGRAPHIC TECHNOLOGIES IN HIGH SCHOOL: a case study in public schools of Montes Claros / MG Abstract The present study has as its purpose, the investigation of the content of geotechnology in high school in some state schools in Montes Claros, MG, with virtue in optimization and enhancement of this area of knowledge that it is the responsibility of the schools, with a view to the advancement and accessibility of technological resources for students, but there are familiarization themselves with these means in the school environment. For teachers, it is considered in this work, the way they associate the subject proposed to its system of work, analyzing the potential difficulties encountered. It begins the work by presenting a brief history of geotechnology and its deployment in times legislation making mention to the training resources and software designed for the practice mapping. Methodologically speaking will be taken as an object and search criterion, five state schools located within the city limits of the city. It was later applied a form to teachers of these schools, in order to sample, with a view to enhance obstacles in the teaching-learning process about the discipline. After obtaining the results it was found that the ability to apprehend the contents of geotechnology and the edges to be trimmed edges in the teaching. Keywords: Geotechnology; cartography; teaching-learning; limitations.   TECNOLOGÍAS GEOGRÁFICAS EN LA ESCUELA SECUNDARIA: un estudio de caso en las escuelas públicas en Montes Claros / MG Resumen El presente estudio tiene como objetivo, la investigación del contenido de geotechnologies en algunas escuelas secundaria estatales de Montes Claros, MG, con la virtud en la optimización y mejora de esta área de conocimiento que es responsabilidad de las escuelas, con miras a la promoción y la accesibilidad de los recursos tecnológicos para estudiantes, pero hay que se familiaricen con estos medios en el entorno escolar. Para los profesores, es considerado en este trabajo, la manera de asociar el tema propuesto para su sistema de trabajo, analizando las posibles dificultades encontradas. Comienza el trabajo presentando una breve historia de geotechnologies y su despliegue en tiempos legislación haciendo mención a los recursos de formación y software diseñado para la práctica ha cambiado. Metodológicamente hablando será tomado como un objeto y criterios de búsqueda, cinco escuelas estatales situadas dentro de los límites de la ciudad. Posteriormente se aplicó un formulario para los maestros de estas escuelas, a fin de muestra, con miras a acurar obstáculos en el proceso de enseñanza-aprendizaje acerca de la disciplina. Tras la obtención de los resultados se encontró que la capacidad de aprehender el contenido de geotechnologies y los bordes que va a recortar los bordes de la enseñanza. Palabras llave: Geotechnologies; cartografia; el proceso enseñanza-aprendizaje; limitaciones.

scholarly journals Exploring the Relationship Between Campus Climate and Minority Stress in African American College Students

JCSCORE ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 66-95 ◽  
Author(s):  
Isaac Clark ◽  
Donald Mitchell, Jr.
Keyword(s):  
College Students ◽  
African American ◽  
Students Of Color ◽  
Campus Climate ◽  
Minority Stress ◽  
First Year ◽  
African American College Students ◽  
Color Experience ◽  
Symptoms Of Depression ◽  
The Social

During recent decades, there has been a growth in research exploring the social experiences of African American students attending institutions of higher education. Research that examines minority stress suggests that students of color experience cognitive stressors specific to their racial identity or status as minorities on campus. Many studies have expanded on this knowledge in terms of academic achievement, retention, and adjustment to campus during the first year. The present study explored the concept of minority stress in relation to campus climate and the mental health of African American college students. The participants in this study consisted of eight college students from a predominantly White Midwestern university who identified as African American. Utilizing one-on-one interviews, the students discussed their experiences on campus, their perceptions of campus climate, the stress they experienced as students of color, and how these aspects may have contributed to symptoms of depression and anxiety. Information shared by the students indicated that campus climate and minority stress are closely associated with one another, especially when considering the racial status of the students. While students described feeling stress, discomfort, and burden due to campus climate and minority stress, the investigators were unable to determine if the symptoms described were, in fact, due to anxiety or depression.

scholarly journals Conceptions of science teachers about the use of ICT in teaching practice

2019 ◽  
pp. 58-71
Author(s):  
Maria Inês Ribas Rodrigues ◽  
Ludmylla Ribeiro Dos Santos
Keyword(s):  
Science Education ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
School Environment ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Developed Countries ◽  
School Science ◽  
Information And Communication

This qualitative study was carried out in two public schools located in the city of São Paulo, SP, Brazil, and involved two primary school science teachers (one from each school). Its objective was to discuss the relevance of continuing education of Science teachers with the emphasis on the use of ICT (Information and Communication Technologies) in their teaching practice, the challenges faced by the insertion of these technological resources in the school environment, and improvements in school facilities. These aspects guide the need for training that prepares the teacher to deal with this type of situation. Data collection was done through the application of two interviews, at different moments of the research. These results were presented at an international event, Enseñanza de las Ciencias 2017, and we were able to observe the difference of realities between the science education in developed countries and noted the relevance of discussing this topic in the context of science teaching in Brazil.   Keywords: Teaching practice; Challenges in Science Education; Information and Communication Technologies.

They Schools: Culturally Relevant Pedagogy under Siege

2017 ◽  
Vol 119 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Camika Royal ◽  
Simone Gibson
Keyword(s):  
Public Schools ◽  
Cultural Competence ◽  
School Reform ◽  
Culturally Relevant Pedagogy ◽  
School Environment ◽  
Culturally Relevant ◽  
Caste System ◽  
Academic Excellence ◽  
Sociopolitical Consciousness ◽  
Relevant Pedagogy

Background/Context Culturally relevant pedagogy (CRP) represents educators who work toward academic excellence, cultural competence, and sociopolitical awareness. Although some profess to embrace CRP, many educators neglect sociopolitical consciousness. Socio-politically unconscious and/or racially dysconscious educators cannot engage their students in sociopolitical consciousness. For a multitude of reasons, including neoliberal school reform, educators may reduce CRP to cultural celebration, trivialization, essentializing, substituting cultural for political analysis, or other compromised pedagogies. Purpose In this article, we argue that neoliberal school reform models employing hyperaccountability and hyperstandardization, replete with their demands on educators of conformity and silence, obfuscate teachers as thinkers, disempowering the efforts of culturally relevant educators and making high test scores the sole focus of schooling. We also argue that CRP is even more needed now, especially its focuses on cultural competence and sociopolitical consciousness, given the recent highly publicized murders of Black youth (e.g., Freddie Gray, Jordan Davis, Trayvon Martin, and Renisha McBride). Setting and Population This article explores CRP in Philadelphia's public schools before and after the state takeover in 2001 and the proliferation of hyperstandardization, hyperaccountability, and neoliberal school reform. Research Design: This article is conceptual. It uses the historical narratives of Black educators to support the conceptual argument. Conclusion Though it is a professional gamble, it is possible to be a culturally relevant educator within the hyperstandardized, hyperaccountable neoliberal school environment. Such educators must be highly skilled masters of their craft, strategic, and subversive, adhering to all tenets of CRP and mandated curricula. This tension could affect educators’ professional standing, income, and job security. However, neglecting emancipatory pedagogies under the joint siege of hyperaccountability, hyperstandardization, and neoliberal school reform reifies the American racial, cultural, and socioeconomic caste system, and it does so through our schools. Unless educators risk subversively employing CRP, students from historically marginalized communities will continue to appear as standardized failures.

scholarly journals Protocol for a scoping review to identify and map intervention components of existing school-based interventions for the promotion of physical activity and cardiorespiratory fitness among school children aged 6–10 years old

BMJ Open ◽  
2020 ◽  
Vol 10 (10) ◽  
pp. e037848
Author(s):  
Berit Brandes ◽  
Heide Busse ◽  
Louisa Sell ◽  
Lara Christianson ◽  
Mirko Brandes
Keyword(s):  
Physical Activity ◽  
Cardiorespiratory Fitness ◽  
Scoping Review ◽  
School Environment ◽  
Sports Medicine ◽  
School Setting ◽  
General Information ◽  
Hand Search ◽  
School Based ◽  
School Based Interventions

IntroductionPhysical inactivity is known as a leading cause of mortality and tracks from childhood to adulthood. Many types of school-based single-component and multicomponent interventions to promote physical activity (PA) have been undertaken and evaluated, with mixed findings overall. Enlarging the intervention areas beyond the school setting is a promising approach. WHO’s Health Promoting School (WHO HPS) framework is a holistic, setting-based approach where health is promoted through the whole school environment with links to other settings such as the home environment and wider community. In this paper, we outline our scoping review protocol to systematically review the published literature from the last 10 years to identify existing school-based interventions to promote PA and cardiorespiratory fitness among children aged 6–10 years old and to map intervention components according to the features of this framework.Methods and analysisArksey and O’Malley’s scoping review methodology framework will guide the conduct of this review. We will search Medline, PsycINFO, Cumulative Index to Nursing and Allied Health Literature, Sports Medicine & Education Index, Education Resources Information Centre and CENTRAL and hand search the reference lists of key studies to identify studies appropriate for inclusion. Any empirical study that evaluated the effectiveness of a school-based intervention promoting PA and/or cardiorespiratory fitness in children aged 6–10 years old will be included. Two reviewers will independently screen all abstracts and full texts for inclusion. One reviewer will extract general information, study characteristics and intervention contents to classify them according to the features of the WHO HPS framework. Results will be synthesised narratively.Ethics and disseminationFindings will be disseminated in conference presentations and peer-reviewed publications. A condensed version of the results will be made available for the public. Stakeholder meetings will be arranged to discuss and disseminate the findings.

scholarly journals Exploring the State of Gender-Centered Health Research in the Context of Refugee Resettlement in Canada: A Scoping Review

2020 ◽  
Vol 17 (20) ◽  
pp. 7511
Author(s):  
Chloe Zivot ◽  
Cate Dewey ◽  
Cole Heasley ◽  
Sharada Srinivasan ◽  
Matthew Little
Keyword(s):  
Mental Health ◽  
Gender Roles ◽  
Social Services ◽  
Scoping Review ◽  
Health Research ◽  
Emotional Health ◽  
Gender Based Violence ◽  
Health Seeking ◽  
Social And Emotional ◽  
Refugee Women

Interdisciplinary health research that investigates gender as a relational process is necessary to facilitate a safe and healthy resettlement process for refugees in Canada. This scoping review explores the range, nature, and extent of published research examining gender in relation to refugee health during resettlement in Canada. An initial search of six databases yielded 7325 articles published before June 2019. A total of 34 articles published between 1988 and 2019 were included for in-depth review. Articles meeting inclusion criteria primarily focused on refugee women. Categories of focus included maternal health, social and emotional health, health impacts of sexual and gender-based violence and torture, access to health and social services, decision-making and health-seeking behavior, mental health, and sexual and reproductive health. Our thematic analysis identified connections between gender roles, expectations, ideals, and health through interactions and lived experiences within the family, community, and healthcare system. Review findings suggest that many refugee women are influenced by pervasive gender roles and expectations as well as exposed to gendered health systems and practices that may pose risks to health, particularly mental health and access to services. Further efforts should be made to understand processes and experiences of resilience and community building in countering negative impacts of gendered beliefs and practices on health during resettlement.

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