Low Income and Economic Marginalization as a Matter of Social Justice: Foundational Knowledge

Autor/inn/en	Barrett, Charles; Kendrick-Dunn, Tiombe Bisa; Proctor, Sherrie L.
Titel	Low Income and Economic Marginalization as a Matter of Social Justice: Foundational Knowledge
Quelle	In: Communique, 48 (2019) 2, S.1 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Low Income Students; Child Development; Social Justice; Equal Education; Social Development; Emotional Development; Student Behavior; Academic Achievement; Racial Differences; Ethnicity; Gender Differences; Sexuality; Disabilities; Religion; Language Usage; Poverty; Misconceptions; Child Health; Underachievement + Suchen Sie Ihr Suchwort? Kindesentwicklung; Soziale Gerechtigkeit; Soziale Entwicklung; Gefühlsbildung; Student behaviour; Schülerverhalten; Schulleistung; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Sexualität; Handicap; Behinderung; Sprachgebrauch; Armut; Missverständnis; Performance deficiency; Leistungsschwäche
Abstract	To equitably and effectively serve children, families, schools, and communities, school psychologists must appreciate the dynamic interaction that exists between many variables. Using Bronfenbrenner's (1979) ecological systems theory as an example, this comprehensive conceptual framework provides a model for understanding how interconnected systems affect children's development. For school psychologists, including those who are charged with teaching and mentoring the next generation of faculty and practitioners, the ability to think critically about systems and systemic forces is foundational to delivering school psychological services that are consistent with the principles of social justice--particularly fair and equitable distribution of resources, rights, and treatment for marginalized students. Students' social, emotional, behavioral, and academic functioning is almost always influenced by multiple variables that are removed from the school setting. Although many factors influence young people as they mature--including but not limited to race/ethnicity, gender, gender identity, sexual orientation, disability status, religious beliefs, and language background--the Social Justice Committee (SJC) will explicitly focus on poverty throughout 2019-2020. Intentionally framed as a foundational piece on which the subsequent work of the SJC will be built, this introductory article offers a general overview of low-income and economic marginalization (LIEM), including an operational definition, demographic statistics, and a rationale for why it is necessary for school psychologists to study this multidimensional social phenomenon. Next, brief consideration is given to how LIEM affects children as well as the central role of opportunity to effectively mitigate disparate achievement outcomes. Then, to challenge assumptions related to race and LIEM, the article discusses a few misconceptions. Last, the authors preview what is coming next in the SJC's LIEM series. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01