No Safe Space: School Climate Experiences of Black Boys with and without Emotional and Behavioral Disorders

Autor/inn/en	Collins, Tai A.; La Salle, Tamika P.; Rocha Neves, Jesslynn; Foster, Josalyn A.; Scott, Meagan N.
Titel	No Safe Space: School Climate Experiences of Black Boys with and without Emotional and Behavioral Disorders
Quelle	In: School Psychology Review, 52 (2023) 3, S.250-263 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Collins, Tai A.) ORCID (La Salle, Tamika P.) ORCID (Rocha Neves, Jesslynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.2021783
Schlagwörter	Educational Environment; School Safety; African American Students; Emotional Disturbances; Behavior Disorders; Social Justice; Racism; Students with Disabilities; Critical Race Theory; Attitudes toward Disabilities; Peer Relationship; Bullying; Victims; Discipline; Symptoms (Individual Disorders); Cultural Awareness; Social Support Groups; Middle School Students + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Gefühlsstörung; Soziale Gerechtigkeit; Rassismus; Disability; Disabilities; Behinderung; Peer-Beziehungen; Mobbing; Victim; Opfer; Disziplin; Psychiatrische Symptomatik; Cultural identity; Kulturelle Identität; Social support; Soziale Unterstützung; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Black boys often experience oppression and marginalization in schools. Black boys with disabilities in secondary school are frequently targeted with inequitable and biased discipline practices, exacerbating the school-to-prison pipeline. As such, it is important to examine the school climate experiences of Black boys to inform the creation of safe, predictable and affirming school environments. Using Critical Race Theory and Dis/ability Critical Race Studies as a framework, the current study examined the school climate experiences of Black boys with and without emotional and behavioral disorders (N = 16,031). Overall perceptions of school climate were similar across groups, but moderation analyses demonstrated that Black boys with EBD reported significantly more peer victimization and lower levels of peer support, order and discipline, and safety than Black boys without EBD. Disability classification also moderated the relationship between peer victimization and cultural acceptance, physical environment, order & discipline, and safety with the relationship being significant and negative for Black boys with EBD. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01