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"The Things We Carry": Interventions against the cumulative effects of racism in K-12 education.

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Title: "The Things We Carry": Interventions against the cumulative effects of racism in K-12 education.
Authors: King-Shaw, Sam1 samantha.king.shaw@gmail.com, King-Shaw, Natalie2, Sonsteng-Person, Melanie3, Mikell Montgomery, Dominique4, Oduro, Alexia5
Source: Journal of Prevention & Intervention in the Community. Apr-Jun2024, Vol. 52 Issue 2, p254-271. 18p.
Subject Terms: *Education of minorities, *Education of African Americans, *Psychology of middle school students, *Minority students, *Elementary schools, *Group identity, *Psychology of high school students, *Psychology of school children, *Undergraduates, *Psychological adaptation, *Attitude (Psychology), *Academic achievement, Prevention of racism, African Americans, Mental health, Early medical intervention, Racism, Anti-Black racism
Abstract: Anti-Black racism in K-12 education settings has long-term impacts on Black students, including negative academic and mental health outcomes. Limited interventions following experiences of racism shape Black students' expectations of K-12 education, accumulating over time into institutional distrust and these mental health outcomes. As such, it is necessary to understand how Black students experience racism within K-12 settings to better inform interventions that can be implemented at the school level. To that end, this study employed the participatory action research (PAR) method of photovoice to understand the impacts of racism in educational settings among 5 Black women undergraduate students. Results highlight the cumulative effects of racism on identity development and early coping. Implications inform future interventions to address the cumulative effects of anti-Black racism in K-12 education. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Anti-Black racism in K-12 education settings has long-term impacts on Black students, including negative academic and mental health outcomes. Limited interventions following experiences of racism shape Black students' expectations of K-12 education, accumulating over time into institutional distrust and these mental health outcomes. As such, it is necessary to understand how Black students experience racism within K-12 settings to better inform interventions that can be implemented at the school level. To that end, this study employed the participatory action research (PAR) method of photovoice to understand the impacts of racism in educational settings among 5 Black women undergraduate students. Results highlight the cumulative effects of racism on identity development and early coping. Implications inform future interventions to address the cumulative effects of anti-Black racism in K-12 education. [ABSTRACT FROM AUTHOR]
ISSN:10852352
DOI:10.1080/10852352.2024.2323885