Supports to Improve Academic Outcomes with Racially and Ethnically Minoritized Youth: A Review of Research

Autor/inn/en	Fallon, Lindsay M.; DeFouw, Emily R.; Berkman, Talia S.; Cathcart, Sadie C.; O'Keeffe, Breda V.; Sugai, George
Titel	Supports to Improve Academic Outcomes with Racially and Ethnically Minoritized Youth: A Review of Research
Quelle	In: Remedial and Special Education, 43 (2022) 4, S.237-254 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Fallon, Lindsay M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325211046760
Schlagwörter	Racial Differences; Minority Groups; Ethnic Groups; Social Bias; Youth; Culturally Relevant Education; Academic Achievement; Intervention; Family Involvement; Faculty Development; Equal Education; Access to Education; Research Methodology + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnische Minderheit; Ethnie; Jugend; Jugendlicher; Jugendalter; Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Research method; Forschungsmethode
Abstract	For decades, racially and ethnically minoritized youth have been subject to unequal distributions of access and opportunity in school, leading to inequities in academic outcomes. Educators require knowledge and skills to provide relevant instruction and create a more supportive, effective classroom environment. This systematic review includes 24 qualitative and quantitative studies in which researchers investigated a culturally responsive classroom intervention or practice to promote academic outcomes for racially and ethnically minoritized youth. Within these studies, authors described several approaches to promote academic success: (a) developing authentic partnerships with families, (b) using effective pedagogy with students' culture infused, and (c) accessing rigorous professional development. In addition, studies were assessed for methodological quality, and qualitative works met design standards more often than the quantitative studies reviewed. Implications include the need for additional research to inform comprehensive support for educators to design effective instructional environments for all students, especially those who have historically encountered systemic barriers in school. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01