Using critical race theory to support Black students in schools: A call to educators

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2023-03-23 DOI:10.1080/21683603.2023.2190184

Danielle Balaghi, Chimereodo Okoroji

引用次数: 0

Abstract

ABSTRACT Recent events in the United States have made it clear that all institutions must examine their system and engage in social change. Educators are positioned to be social advocates (with the proper training), who play a unique role in helping to implement policies that promote social justice and equity, especially for Black students in the educational system. As schools engage in efforts to promote anti-racist practices, educators can lend their expertise to ensure that these changes provide adequate support for racially and ethnically minoritized (REM) students. This paper describes how educators can use a Critical Race Theory (CRT) framework to inform school wide policies and practices that encourage positive schooling experiences and outcomes among Black students. Specific strategies are provided.

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利用批判性种族理论支持学校中的黑人学生：呼吁教育工作者

摘要美国最近发生的事件表明，所有机构都必须审视自己的制度，参与社会变革。教育工作者被定位为社会倡导者（经过适当的培训），他们在帮助实施促进社会正义和公平的政策方面发挥着独特的作用，尤其是对教育系统中的黑人学生来说。随着学校努力推广反种族主义做法，教育工作者可以利用他们的专业知识，确保这些变化为种族和族裔少数化（REM）学生提供足够的支持。本文描述了教育工作者如何使用批判性种族理论（CRT）框架来为学校范围内的政策和实践提供信息，鼓励黑人学生获得积极的教育体验和成果。提供了具体的策略。

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

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.