Understanding Signs and Sources of Anxiety in Urban Elementary Schools Serving Predominately Ethnically/Racially Minoritized Children.

IF 4.2 1区 心理学 Q1 PSYCHOLOGY, CLINICAL
Kristina Conroy, Anya E Urcuyo, Elena Schiavone, Averill Obee, Stacy L Frazier, Elizabeth Cramer, Jonathan S Comer
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Abstract

Objective: This mixed-methods study examined teachers' perceptions of student anxiety in urban elementary schools serving predominantly low-income and ethnically/racially minoritized youth.

Method: Most participating teachers were female (87.7%) and from minoritized backgrounds themselves (89.2%), teaching in schools serving predominantly Black/African American (40%) or Hispanic (60%) students, and in which > 70% of students are eligible for free meals. Teachers were asked in surveys (N = 82) and interviews (n = 12) about the nature of student anxiety, and cultural/contextual considerations that influence anxiety.

Results: Overall, teachers reported prevalence and signs of student anxiety that were consistent with the literature, but they reported higher levels of impairment than in previous community samples. Regressions revealed that greater levels of student exposure to community violence and higher proportions of Black students were associated with higher teacher-perceived prevalence and concern about student anxiety, respectively. Moreover, greater emotional exhaustion in teachers was associated with higher reports of anxiety-related impairment in students. Thematic coding of interviews emphasized how teachers perceived 1) most student anxieties to be proportional responses to realistic threats and stress in students' lives (e.g. resource insecurity), 2) systems-level problems (e.g. pressure to perform on standardized tests) contribute to student anxiety, and 3) school-based anxiety sources often interact with traumas and stressors students experience outside of school (e.g. immigration experiences).

Conclusions: Relative to the predominant literature that has focused on biological, cognitive, and other intraindividual factors as sources of anxiety, the present work underscores the importance of considering how broader economic and systems-level influences exacerbate anxiety in marginalized youth.

了解为少数族裔/种族儿童提供服务的城市小学中焦虑的迹象和来源。
目的:本研究采用混合方法,考察了城市小学教师对学生焦虑的看法:这项混合方法研究探讨了在主要为低收入和少数族裔/种族青少年服务的城市小学中,教师对学生焦虑的看法:大多数参与研究的教师为女性(87.7%),来自少数族裔背景(89.2%),主要在为黑人/非洲裔美国人(40%)或西班牙裔(60%)学生服务的学校任教,在这些学校中,超过 70% 的学生有资格享受免费餐。通过问卷调查(82 人)和访谈(12 人)向教师了解学生焦虑的性质以及影响焦虑的文化/背景因素:总体而言,教师们报告的学生焦虑的普遍程度和迹象与文献报道的一致,但他们报告的焦虑程度比以往的社区样本更高。回归结果显示,学生接触社区暴力的程度越高、黑人学生比例越高,教师认为学生焦虑的普遍程度和关注程度就越高。此外,教师的情绪衰竭程度越高,学生的焦虑障碍报告也越高。访谈的主题编码强调了教师是如何看待以下问题的:1)大多数学生的焦虑是对学生生活中的现实威胁和压力(如资源不安全)的相应反应;2)系统层面的问题(如标准化考试的成绩压力)导致学生焦虑;3)学校焦虑的来源往往与学生在校外经历的创伤和压力(如移民经历)相互作用:与关注生物、认知和其他个体内部因素作为焦虑来源的主要文献相比,本研究强调了考虑更广泛的经济和制度层面的影响如何加剧边缘化青少年焦虑的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
9.70
自引率
4.80%
发文量
58
期刊介绍: The Journal of Clinical Child and Adolescent Psychology (JCCAP) is the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association. It publishes original contributions on the following topics: (a) the development and evaluation of assessment and intervention techniques for use with clinical child and adolescent populations; (b) the development and maintenance of clinical child and adolescent problems; (c) cross-cultural and sociodemographic issues that have a clear bearing on clinical child and adolescent psychology in terms of theory, research, or practice; and (d) training and professional practice in clinical child and adolescent psychology, as well as child advocacy.
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