经历学校纪律的学生暴露于逆境和创伤:一项范围审查

IF 8.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jane Sanders, Andrea Joseph-McCatty, Michael Massey, Emma Swiatek, Ben Csiernik, Elo Igor
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引用次数: 0

摘要

虽然学校纪律的不成比例应用已经引起了显著的关注,但创伤或逆境与学校纪律之间的关系正在研究中。当前的范围审查的目的是绘制文献的状态,经验和理论,在学校纪律的交叉点,创伤或逆境。调查结果表明,我们的知识存在差距,因为49篇纳入的文章中,只有14篇详细的实证研究集中在逆境和学校纪律之间的关系上,很少有来自美国以外的研究。然而,这一新兴的知识体系指出了创伤/逆境和经历学校纪律之间的重要关系,值得进一步研究,并将扩大的逆境(包括贫困和种族主义)作为逆境。我们认为,有必要承认学生中隐藏的和未解决的创伤是不成比例的纪律,从而更好地了解学生的生活,并以证据为基础,了解创伤,并与文化相适应的纪律。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exposure to Adversity and Trauma Among Students Who Experience School Discipline: A Scoping Review
While the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or adversity. The findings identified a gap in our knowledge as only 14 of the 49 included articles detailed empirical studies focused on the relationship between adversity and school discipline, with very few from outside of the United States. However, this burgeoning body of knowledge points to a significant relationship between trauma/adversity and experiencing school discipline that warrants further study and contextualizes expanded adversities, including poverty and racism as adversity. We believe this is necessary to acknowledging the hidden and unaddressed trauma among students being disproportionally disciplined, leading to a greater understanding of student lives, and evidence-based, trauma-informed, and culturally attuned discipline.
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来源期刊
Review of Educational Research
Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
24.10
自引率
2.70%
发文量
28
期刊介绍: The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.
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