Literaturnachweis - Detailanzeige
Autor/inn/en | Collins, Kristina Henry; Coleman, Mary Ruth; Grantham, Tarek C. |
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Titel | A Bioecological Perspective of Emotional/Behavioral Challenges for Gifted Students of Color: Support Needed versus Support Received |
Quelle | In: Journal of Emotional and Behavioral Disorders, 30 (2022) 2, S.86-95 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1063-4266 |
DOI | 10.1177/10634266221076466 |
Schlagwörter | Environmental Influences; Self Concept; Self Esteem; Self Efficacy; Identification (Psychology); Interaction; Student Needs; Race; Ethnicity; Learning Problems; Socioeconomic Status; Academically Gifted; Emotional Disturbances; Behavior Problems; Special Education; Gifted Education; Culturally Relevant Education; Evidence Based Practice; Stress Variables; Child Development; Poverty; Racial Bias; Minority Group Students; Gender Differences; Conflict Environmental influence; Umwelteinfluss; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Interaktion; Rasse; Abstammung; Ethnizität; Lernproblem; Socio-economic status; Sozioökonomischer Status; Gefühlsstörung; Special needs education; Sonderpädagogik; Sonderschulwesen; Kindesentwicklung; Armut; Racial discrimination; Rassismus; Geschlechterkonflikt; Konflikt |
Abstract | In this article, we highlight Bronfenbrenner's bioecological approach to explore identity formation and the impact of dynamic interactions between the student and their environment in the development of self-concept, self-esteem, and self-efficacy. We examine the complex interactions between student identity and the systems of support that are meant to help students achieve academic success; looking specifically at how the intersections between race, ethnicity, learning exceptionalities, and socioeconomic standing affect students who are identified as gifted and as emotionally/behaviorally challenged. Our call to rethink the services offered to students in special and gifted education leads to a proposed culturally responsive and enhanced multi-tiered system of supports (CR-MTSS). We believe the CR-MTSS approach can better address the strength of students with or a risk for developing emotional and behavioral challenges, supporting each student's success. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |