Anna Flitner, Samuel McQuillin, Mariah Kornbluh, Daria Thompson
{"title":"Spotlighting racism in schools: Teacher mentors and the mediating effect of school safety","authors":"Anna Flitner, Samuel McQuillin, Mariah Kornbluh, Daria Thompson","doi":"10.1002/ajcp.12680","DOIUrl":null,"url":null,"abstract":"<p>Youth are more likely to succeed when they feel safe at school and have access to caring relationships with adults. Systemic racism interrupts access to these assets. Within schools, racially/ethnically minoritized youth encounter policies rooted in racism, leading to decreased perceptions of school safety. Having a teacher mentor may mitigate some of the harmful effects of systemic racism and discriminatory practices. Yet, teacher mentors may not be accessible to all students. In this study, the authors tested a putative explanatory hypothesis for differences between Black and white children's access to teacher mentors. Data from the National Longitudinal Study of Adolescent Health were used. Linear regression models were used to predict access to teacher mentors, and a mediational analysis was conducted to determine the effect of school safety on the relationship between race and teacher mentor access. Results indicate that students from higher SES backgrounds and those with parents who have greater educational attainment are more likely to have a teacher mentor. Furthermore, Black students are less likely than white students to have a teacher mentor, and school safety mediates that relationship. The implications of this study suggest that challenging institutional racism and structures may improve perceptions of school safety and teacher mentor accessibility.</p>","PeriodicalId":7576,"journal":{"name":"American journal of community psychology","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ajcp.12680","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American journal of community psychology","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/ajcp.12680","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Youth are more likely to succeed when they feel safe at school and have access to caring relationships with adults. Systemic racism interrupts access to these assets. Within schools, racially/ethnically minoritized youth encounter policies rooted in racism, leading to decreased perceptions of school safety. Having a teacher mentor may mitigate some of the harmful effects of systemic racism and discriminatory practices. Yet, teacher mentors may not be accessible to all students. In this study, the authors tested a putative explanatory hypothesis for differences between Black and white children's access to teacher mentors. Data from the National Longitudinal Study of Adolescent Health were used. Linear regression models were used to predict access to teacher mentors, and a mediational analysis was conducted to determine the effect of school safety on the relationship between race and teacher mentor access. Results indicate that students from higher SES backgrounds and those with parents who have greater educational attainment are more likely to have a teacher mentor. Furthermore, Black students are less likely than white students to have a teacher mentor, and school safety mediates that relationship. The implications of this study suggest that challenging institutional racism and structures may improve perceptions of school safety and teacher mentor accessibility.
当青少年在学校感到安全并能与成年人建立关爱关系时,他们更有可能取得成功。系统性的种族主义阻碍了他们获得这些资产。在学校里,少数种族/族裔青少年会遇到植根于种族主义的政策,导致他们对学校安全的看法下降。教师导师可以减轻系统性种族主义和歧视性做法的一些有害影响。然而,并非所有学生都能得到教师导师的帮助。在本研究中,作者对黑人和白人儿童在获得教师指导方面的差异进行了解释性假设检验。研究使用了全国青少年健康纵向研究(National Longitudinal Study of Adolescent Health)的数据。使用线性回归模型来预测获得教师指导的情况,并进行了中介分析,以确定学校安全对种族和获得教师指导之间关系的影响。结果表明,社会经济地位较高的学生和父母受教育程度较高的学生更有可能获得教师指导。此外,黑人学生比白人学生更不可能拥有教师导师,而学校安全则是这种关系的中介。本研究的意义在于,挑战体制性种族主义和结构可能会改善对学校安全和教师导师可及性的看法。
期刊介绍:
The American Journal of Community Psychology publishes original quantitative, qualitative, and mixed methods research; theoretical papers; empirical reviews; reports of innovative community programs or policies; and first person accounts of stakeholders involved in research, programs, or policy. The journal encourages submissions of innovative multi-level research and interventions, and encourages international submissions. The journal also encourages the submission of manuscripts concerned with underrepresented populations and issues of human diversity. The American Journal of Community Psychology publishes research, theory, and descriptions of innovative interventions on a wide range of topics, including, but not limited to: individual, family, peer, and community mental health, physical health, and substance use; risk and protective factors for health and well being; educational, legal, and work environment processes, policies, and opportunities; social ecological approaches, including the interplay of individual family, peer, institutional, neighborhood, and community processes; social welfare, social justice, and human rights; social problems and social change; program, system, and policy evaluations; and, understanding people within their social, cultural, economic, geographic, and historical contexts.