Sources, Conceptualizations, and Mechanisms of Racism/Oppression for Academic and Mental Health Outcomes

Simple item page
Author(s)Polk, Whitney M.
Author(s)Hill, Nancy E.
Author(s)Hughes, Diane L.
Date Accessioned2024-07-09T18:42:05Z
Date Available2024-07-09T18:42:05Z
Publication Date2024-06-10
DescriptionThis article was originally published in AERA Open Volume 10, 2024. The version of record is available at: https://doi.org/10.1177/23328584241258464. © The Author(s) 2024, Article Reuse Guidelines https://sagepub.com/journals-permissions
AbstractInterpersonal and systemic racism and discrimination persist in our educational system—from primary and secondary institutions through college, despite the forward strides of desegregation, the Civil Rights Movement, and the Black Lives Matter movement. This special topic collection identifies and applies empirically and theoretically grounded conceptualizations of racism to improve our understanding of the experience of racism, interventions to mitigate it, and protective factors. The papers in this collection reflect two themes: 1) racial and religious identities in classrooms, schools, and universities, focusing on how educators mitigate and perpetuate systemic racism, including how White teachers understand the impact of race, how inclusive and antiracism curricula are received and rejected by future educators and clinicians, and the impact of exclusionary social networks in the hiring of teachers of color and 2) school belonging and climate, including documenting that students of color feel less safe, are disproportionately exposed to harsh discipline, question their belonging, and question commitments to diversity. The negative sequelae are concurrent and last into adulthood. In addition, there are several advances in theory and measurement, including assessing gendered and racial biases in teachers’ attributions about students’ abilities, frameworks for mitigating colonial and racialized trauma, and domains of antiracist activism to bring racial justice and equity to schools.
SponsorThe author(s) received no financial support for the research, authorship, and/or publication of this article.
CitationPolk, W. M., Hill, N. E., & Hughes, D. L. (2024). Sources, Conceptualizations, and Mechanisms of Racism/Oppression for Academic and Mental Health Outcomes. AERA Open, 10. https://doi.org/10.1177/23328584241258464
ISSN2332-8584
URLhttps://udspace.udel.edu/handle/19716/34563
Languageen_US
PublisherAERA Open
dc.rightsAttribution-NonCommercial 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
Keywordscritical theory
Keywordseducational reform
Keywordsequity
Keywordsmental health
Keywordsminorities
Keywordsmixed methods
Keywordsoppression
Keywordsschool belonging
Keywordsschool climate
Keywordssocial stratification
TitleSources, Conceptualizations, and Mechanisms of Racism/Oppression for Academic and Mental Health Outcomes
TypeArticle
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Sources, Conceptualizations, and Mechanisms of Racism.pdf
Size:
682.02 KB
Format:
Adobe Portable Document Format
Description:
Main article
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
2.22 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Open Access Publications