The worst of times: Using a transformative mixed-methods study to name and describe school-based adverse racialized experiences (AREs) in the K-12 retrospective accounts of university students.

IF 2.7 2区心理学 Q2 PSYCHIATRY

Psychological trauma : theory, research, practice and policy Pub Date : 2024-11-21 DOI:10.1037/tra0001818

Dawn X Henderson, Charity Brown Griffin, Isha W Metzger, Christen Edwards, Kierra Jenkins, Krishanna Prince, Kirstyn McLeod, Jesha Jones

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Abstract

Objective: This transformative multiphase mixed-methods study aimed to identify the thematic structure of school-based adverse racialized experiences (AREs), their prevalence, and perpetrators in the retrospective K-12 accounts of a sample of racially diverse undergraduate students aged 17-22.

Method: Interpretative analysis of interviews in Phase I informed the design of a vignette survey in Phase II. Qualitative and quantitative methods identified convergent patterns of school-based AREs under the three themes: racial discrimination, racial microaggressions, and racial harassment.

Results: Results reveal that participants' school-based AREs mainly fell under the broad theme of racial discrimination and referenced high school and peers more frequently.

Conclusions: The study names school-based AREs and discusses the implications of school-based and clinical-based interventions supporting racially marginalized youth navigating the U.S. education system. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

查看原文本刊更多论文

最糟糕的时代：使用变革性混合方法研究，在大学生对 K-12 学年的回顾性叙述中命名并描述基于学校的不良种族化经历（AREs）。

研究目的这项变革性的多阶段混合方法研究旨在确定基于学校的种族化不良经历（AREs）的主题结构、其普遍性，以及17-22岁不同种族的本科生在回顾K-12阶段经历时的肇事者：方法：对第一阶段的访谈进行解释性分析，为第二阶段的小故事调查设计提供依据。定性和定量方法确定了种族歧视、种族微词和种族骚扰这三个主题下的校内 ARE 的趋同模式：结果显示，参与者的校内 ARE 主要属于种族歧视这个大主题，并且更经常地提到高中和同学：该研究指出了基于学校的 AREs，并讨论了基于学校和临床的干预措施对支持在美国教育系统中处于种族边缘的青少年的意义。(PsycInfo Database Record (c) 2024 APA, all rights reserved）。

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来源期刊

Psychological trauma : theory, research, practice and policy Multiple-

CiteScore

11.20

自引率

3.20%

发文量

427

期刊介绍： Psychological Trauma: Theory, Research, Practice, and Policy publishes empirical research on the psychological effects of trauma. The journal is intended to be a forum for an interdisciplinary discussion on trauma, blending science, theory, practice, and policy. The journal publishes empirical research on a wide range of trauma-related topics, including: -Psychological treatments and effects -Promotion of education about effects of and treatment for trauma -Assessment and diagnosis of trauma -Pathophysiology of trauma reactions -Health services (delivery of services to trauma populations) -Epidemiological studies and risk factor studies -Neuroimaging studies -Trauma and cultural competence