Infusing Social Justice into Tiered Service Delivery for Low-Income and Economically Marginalized Students in Foster Care

Autor/inn/en	Kendrick-Dunn, Tiombe Bisa; Barrett, Charles; Guttman-Lapin, Danielle; Shriberg, David; Proctor, Sherrie L.; Calderón, Carlos O.
Titel	Infusing Social Justice into Tiered Service Delivery for Low-Income and Economically Marginalized Students in Foster Care
Quelle	In: Communique, 48 (2020) 6, S.1 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Social Justice; Low Income Students; Disadvantaged Youth; Foster Care; Equal Education; School Psychologists; Advocacy; Student Needs; Social Bias; At Risk Students; Poverty; Racial Bias; Ethnicity; Age Differences; Emotional Response; Social Influences; Trauma; Delivery Systems + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Benachteiligter Jugendlicher; Pflegehilfe; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Sozialanwaltschaft; Armut; Racial discrimination; Rassismus; Ethnizität; Age; Difference; Age difference; Altersunterschied; Emotionales Verhalten; Sozialer Einfluss; Auslieferung
Abstract	For school psychologists, social justice action involves protecting the educational rights, opportunities, and well-being of all students, "especially those whose voices have been muted, identities obscured, or needs ignored" (NASP, 2017). Facilitating social justice for students requires that school psychologists advocate for fairness and equity within systems, most commonly school systems, but often students who experience the most vulnerability and marginalization interface with the child welfare system outside of schools. One group of students who are susceptible to various forms of marginalization (i.e., economic, social) and could benefit from school psychologists' social justice advocacy are children in foster care. An important goal of social justice advocacy for school psychologists is to transform school-based systems and processes that lead to inequitable outcomes for students experiencing marginalization (Malone & Proctor, 2019). While some resources exist (e.g., Palmieri & LaSalle, 2017; Scherr, 2006), there is relatively little discussion of students in foster care in the school psychology literature and research. Thus, the purpose of this article is to build knowledge regarding the foster care system, describe unique concerns that students who live in foster care may present in a school setting, and provide school psychologists with some key social justice suggestions to use when working within and transforming systems to deliver socially just educational services to students in foster care. (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	2024/1/01