首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.

In this cross-sectional survey, we examined the direct and indirect mental health help-seeking experiences and relevant psychological factors in Asian American, multiracial American, and White American emerging adults aged 18–25 years old. The study sample consisted of 384 Asian American (249 women, 135 men), 244 multiracial American (172 women, 72 men), and 245 White American (190 women, 55 men) emerging adults, who were recruited from a four-year public university in the state of Hawai?i of the United States (U.S.). Results revealed that Asian American and multiracial American emerging adults were less likely to: (a) have previous experience of seeking professional psychological services: (b) have been prescribed, or are currently taking, a psychotropic medication; (c) know someone close to them who had sought psychological services; or (d) know someone close to them who was diagnosed with a psychological disorder, compared to their White American peers. We also discuss implications of the present findings, limitations of the study, and future directions in this line of research.

  相似文献   

2.
ABSTRACT

In the 1954 Brown v. Board of Education case, the U.S. Supreme Court ruled segregated schools unconstitutional, and the process of school desegregation fell mostly to Black children. For over 35 years, Black families in St. Louis City have been using school transfers to cross boundaries in order to send their children to higher performing, predominately White schools in suburban St. Louis County in search of “a better education.” Relying on turbulence theory and Critical Race Theory (CRT), this study uses a media framing analysis to examine how newspaper articles described school transfers to the broader public between 2007 and 2017. Findings indicate that the articles described Black and White school districts as being affected by varying levels of turbulence and conflict. Findings also outline examples of opportunity hoarding by White schools and districts. The original focus of the Brown case was the lack of equitable resources in Black schools, and this study reignites questions about exclusion, privilege, and the choices made by Black families to receive educational equity.  相似文献   

3.
African American females need to develop alliances with White administrators to transform policies and practices to assist these female faculty members in becoming successful and productive professors at predominantly White research universities. Strategies for White administrators and other powerful White faculty members, and African American females are delineated in this article. In addition, illustrations of courses, activities, and programmatic changes in one college are included.Mary M. Atwater is an associate professor in the Department of Science Education at the University of Georgia. She holds a B.S. in chemistry from Methodist College in Fayetteville, North Carolina; an M.A. (M.S.) in organic chemistry from the University of North Carolina; and, a Ph.D. in science education from North Carolina State University, Raleigh. Her research interests include African American learning and involvement in the sciences, multicultural science teacher education, and urban education. Her teaching experiences include science education, multicultural education, and chemistry.  相似文献   

4.
Multiple studies (n = 1065 parents, 625 females, 437 males, 3 nonbinary, 99.06% White; n = 80, 5 to 7-year-old children, 35 girls, 45 boys, 87.50% White; data collection September 2017–January 2021) investigated White U.S. parents' thinking about White children's Black-White racial biases. In Studies 1–3, parents reported that their own and other children would not express racial biases. When predicting children's social preferences for Black and White children (Study 2), parents underestimated their own and other children's racial biases. Reading an article about the nature, prevalence, and consequences of White children's racial biases (Study 3) increased parents' awareness of, concern about, and motivation to address children's biases (relative to a control condition). The findings have implications for engaging White parents to address their children's racial biases.  相似文献   

5.
ABSTRACT

This study used Early Childhood Longitudinal Study–Kindergarten Cohort data to examine influences of the home and classroom learning environments on kindergarten mathematics achievement of Black, Latino, and White children. Regardless of race/ethnicity, children who started kindergarten proficient in mathematics earned spring scores about 7–8 points higher. There was significant variability in the home and classroom learning environments of Black, Latino, and White children and associations with these children's mathematics scores. Nevertheless, reading at home was a significant predictor for spring mathematics scores for all groups. If children started kindergarten proficient in mathematics, the Latino-White mathematics gap, after controlling for home and classroom factors and other covariates, was no longer significant. However, the Black–White mathematics gap remained significant. If children did not start kindergarten proficient in mathematics, both the Latino–White and Black–White mathematics gaps remained significant.  相似文献   

6.
This study examined the dimensionality and measurement invariance of the Kindergarten Student Entrance Profile (KSEP) when used to rate the school readiness of children from different ethnic backgrounds (Latino or White, non‐Latino), as well as from households where a different language was predominant (Spanish or English). Teachers rated the readiness of 9,335 children during the first month of kindergarten in four ethnically diverse, medium‐sized school districts in central California. From the total sample, two overlapping subsamples (S1 and S2) were identified. First, a series of confirmatory factor analyses were conducted with S1 (n = 7,787) to examine the dimensionality and measurement invariance of the KSEP with children who identified as either Latino or White at the time of kindergarten enrollment. Next, the same set of analyses were replicated with S2 (n = 9, 234) to examine whether results held for students from households where the primary language spoken was Spanish or English. Results yielded evidence supporting a two‐factor structure encompassing social‐emotional and cognitive dimensions of children's readiness. In addition, results showed the KSEP exhibited measurement invariance across student ethnicities (Latino/White) and home languages (Spanish/English). The results of this study provide psychometric evidence that is particularly important for a universal school readiness screener.  相似文献   

7.
  相似文献   

8.
As the foreign‐born population in the United States grows, the achievement of immigrant children is a pressing concern. We examined family educational involvement in early elementary school as a potential source of support for the academic success of children in immigrant families. Using a nationally representative sample, we examined rates of educational involvement at first and third grade, as well as associations between involvement and math and reading achievement at these times. With regard to rates, the domain of greatest difference between U.S.‐born White parents and both U.S.‐born and immigrant parents of color (Asian, Black, and Latino) was for school‐based involvement. In addition, several variations in the associations between involvement and child achievement were evident across immigrant and race/ethnicity groups, with children in U.S.‐born White, Black, and Asian families as well as children in Latino immigrant families most consistently demonstrating positive associations between family educational involvement and achievement.  相似文献   

9.
John White has recently defended a national curriculum which aims to promote children's well-being and personal autonomy. I argue that there is a sense in which the state can remain neutral between diirferent conceptions of the good life and that White has not established that the state should aim to promote particular conceptions. I contend that the arguments which White offers in defence of his view of well-being are inadequate and that he has failed to justifi the promotion of everyone's personal autonomy.  相似文献   

10.
Using the unique form of a composite counterstory culled from the experiences of 13 Black women at historically and predominantly White colleges and universities in a Western U.S. state, this paper explores the psychological tensions and silencing Black college women face as they navigate social constructions of their selfhood under a White gaze. This study centers these Black women’s voices through a tradition of storytelling and examines the ways they try to carve their own place by often engaging liberating, yet repressive, historically constructed STRONGBLACKWOMAN imagery to counteract equally silencing Angry Black Woman imagery. The historically and predominantly White institutional spaces within which these women study, live, and play exacerbate this tension, propelling them to model and rely upon stereotypically ‘positive’ representations of Black womanhood to deal with the pain of microaggressions. Altogether, these factors create instances of enhanced racial battle fatigue.  相似文献   

11.
The purpose of the current study was to identify predictors of counseling center use among Asian/Pacific Islander, Latino/Hispanic, and White college students. Findings indicated that female and 2nd‐generation students report the most severe difficulties. Problem severity and gender predicted counseling center use for White and Asian/Pacific Islander students, whereas only problem severity predicted use for Latino/Hispanic students. Generational status was not a significant predictor of use for any group.  相似文献   

12.
《白苍鹭》是美国乡土文学作家萨拉.奥恩.朱厄特的短篇小说代表作,本文从其美学意境的角度出发,分析文中所展现的情感美与形象美,探讨人类对真、善、美的永恒追求。  相似文献   

13.
《白鹿原》通过一群“白鹿原人”在 2 0世纪上半叶中国历史舞台的全面文化突围和全部文化遇难 ,点明了我们中华民族在迁移过程中先天存在的某种文化悲剧性。在《白鹿原》文化历史梦魇式的文学呓语背后 ,正是传统的封建文化 ,导致了白鹿原人生命的苦难与悲凉 ,造成了他们人生的全部死亡、灾难和不幸  相似文献   

14.
Christian education served as a tool of White supremacy that played a central role in the devastation of millions of human lives throughout the colonial era of Western expansion. An adequate account of how Christian education paired with colonial imperatives helps to identify where the legacy of White supremacy and imperial domination lives on in contemporary practices of Christian faith formation and religious education. While any educational venture requires authority and is an act of power, humility is an essential partnering virtue for Christian educators who do not wish to replicate this history of domination.  相似文献   

15.
This article contextualises Education in Pakistan, a White Paper (2007), an influential education policy paper in Pakistan. The focus is on the ways the White Paper constructs its own contexts as a complement to the policy solutions proffered. Here we recognise Seddon’s point about the discursive work of policy in constructing context. We focus on the way the White Paper constructs its political/ideological context and its global/national context. The White Paper works with the trope of a binary construction of Islam – fundamentalist or moderate – which rearticulates Orientalist Western constructions. The analysis of the construction of the global/national contexts demonstrates the framing of the policy by the Millennium Development Goals, and the Washington and post‐Washington consensus.  相似文献   

16.
Teachers’ racialized interpretations of students’ behaviors likely lead to the racial disparities found in discipline across all education levels (Skiba et al., 2011). To explore how four types of teachers’ racial inequity beliefs (i.e., post-racial, American Dream, cultural deficit, schooling inequity) may be associated with teachers’ racialized interpretations of Black and White boys’ behaviors (i.e., hostility, emotionality, behavioral stability, and seriousness), a sample of 228 teachers in the United States filled out the Racism and Inequity Beliefs (RIB) Questionnaire and observed videotapes of six boys potentially misbehaving in school. Teachers’ cultural deficit beliefs uniquely predicted teachers’ negative perceptions of Black boys’ behaviors, with little to no impact on their perceptions of White boys’ behaviors. Specifically, teachers holding more cultural deficit beliefs perceived the Black boys’ behaviors as relatively more hostile, more representative of a behavioral pattern, and more serious compared to teachers who held fewer cultural deficit beliefs, and compared to their judgments of White boys’ behaviors. American Dream beliefs were also uniquely associated with assessments of Black boys’ behavior as more serious, without impact on White boys’ behavior. These results suggest the application of inequitable judgments of boys’ behaviors based on teachers’ racial inequity beliefs and boys’ identifiable race.  相似文献   

17.
This article examines how Boalian Theatre of the Oppressed exercises helped instructors and pre-service teachers navigate the consequences of ventriloquized, racialized discourses in a pre-service world language teacher education classroom. Applying a critical and performative approach, we analyse the mostly White student–actors’ varying representations of a “White teacher’s” use of the term “hoodlum” for classroom management and the resulting communication breakdown that occurred between the teacher and a “Black parent.” Findings indicate that rehearsing pre-service teachers’ classroom struggles helped to move the group away from monochromatic perceptions of White/Black, Teacher/Parent interactions to a polychromatic view of interlocutors’ multiple histories and investments. This study has implications for revitalizing the place of world language education in K-12 education, extending the acquisition of second language verbs and nouns to incorporate connections between language, culture, history, and power.  相似文献   

18.
This comparative study explored the rates of depression and psychosocial correlates for 369 collegiate White and Black females. Women between the ages of 18 and 25 were recruited to participate in this anonymous online survey. Black females reported significantly greater amounts of depressive symptomatology (M = 24.61) in comparison to the White females (M = 15.68), (F (1,377) = 61.434, p < .001). A series of Chi-square analyses indicated that Black women (52.3%) were also significantly more likely to meet criteria for major depression than White women (21.7%). These findings highlight the racial disparities in psychosocial health among college students.  相似文献   

19.
Despite the substantial body of literature on racial disparities in child welfare involvement in the Unites States, there is relatively little research on such differences for Canadian children and families. This study begins to address this gap by examining decision-making among workers investigating Black and White families investigated for child protection concerns in Ontario, Canada. Using provincially representative data, the study assessed whether Black children were more likely than White children to be investigated by child welfare, if there was disparate decision-making by race throughout the investigation, and how the characteristics of Black and White children contribute to the decision to transfer to ongoing services. The results indicate that Black children were more likely to be investigated than White children, but there was little evidence to suggest that workers in Ontario child welfare agencies made the decision to substantiate, transfer to ongoing services, or place the child in out-of-home care based on race alone. Black and White children differed significantly with respect to child characteristics, characteristics of the investigation, caregiver risk factors, and socioeconomic circumstances. When adjusting for these characteristics, Black families had 33% greater odds (OR = 1.33; 95% CI: 1.26, 1.40; p = <0.001) of being transferred to ongoing services compared to White families. Among Black families, the assessed quality of the parent-child relationship and severe economic hardship were the most significant and substantial contributors to the decision to provide child welfare services. Implications for practice, policy, and research are discussed.  相似文献   

20.
In this paper, I offer my own counterstory of matriculating through a teacher education program as an African American student on a predominately White campus as a reference point for thinking through how racism operates through teacher education’s dominant discourse and practice of teacher reflection. It is an important story to tell primarily because it touches on a largely unexplored dimension of teacher reflection. While the large majority of the literature has focused on how to prepare White preservice teachers to teach in a culturally and racially complex world, little qualitative attention has been given to the preparation of nonwhite students. While there are a few select and important articles that touch on some of the challenges African American students face in predominately White teacher education programs, including covert and overt racism, none focus on how teacher reflection might reproduce these dynamics. Thus what the literature on teacher reflection often suggests is that it is a racially neutral practice. In this essay, however, I suggests otherwise, by providing an intimate and critical look at my process of learning to be a reflective practitioner. The question I seek to grapple with is quite simply, “What does teacher reflection work to repress?”  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号