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Assessing Disproportional Calls Home for Problems at School: A Critical Race Framing and Analysis of Race, Ethnicity, Gender, and Childhood Adversities

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Title: Assessing Disproportional Calls Home for Problems at School: A Critical Race Framing and Analysis of Race, Ethnicity, Gender, and Childhood Adversities
Language: English
Authors: Andrea A. Joseph-McCatty (ORCID 0000-0002-4024-913X), Michael Massey (ORCID 0009-0007-6455-110X), Jane E. Sanders (ORCID 0000-0002-9039-5805), Brandon Mitchell (ORCID 0000-0002-2467-4478)
Source: Urban Education. 2025 60(9):2371-2400.
Availability: SAGE Publications. 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
Peer Reviewed: Y
Page Count: 30
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Student Behavior, Behavior Problems, Early Experience, Parent School Relationship, Parent Participation, Critical Race Theory, Student Problems, Race, Ethnicity, Sex, African American Students, Incidence, Urban Education, Discipline, Racial Differences
DOI: 10.1177/00420859241293106
ISSN: 0042-0859
1552-8340
Abstract: This paper describes the relationship between student identity, adverse childhood experiences (ACEs), and risk for receiving calls home for problems in school. Data are drawn from the 2017 to 2018 National Survey of Children's Health (n = 4,579). Critical race theory and QuantCrit were used to frame the study and analysis. Findings reflect that ACEs were associated with a call home for all students, that students of color with ACEs were 1.24 times more likely to receive a call home for problems at school, and that specific individual ACEs were associated with calls home for each student group.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476722
Database: ERIC
FullText Text:
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  Data: Assessing Disproportional Calls Home for Problems at School: A Critical Race Framing and Analysis of Race, Ethnicity, Gender, and Childhood Adversities
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  Data: <searchLink fieldCode="AR" term="%22Andrea+A%2E+Joseph-McCatty%22">Andrea A. Joseph-McCatty</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4024-913X">0000-0002-4024-913X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+Massey%22">Michael Massey</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-6455-110X">0009-0007-6455-110X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jane+E%2E+Sanders%22">Jane E. Sanders</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9039-5805">0000-0002-9039-5805</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brandon+Mitchell%22">Brandon Mitchell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2467-4478">0000-0002-2467-4478</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Urban+Education%22"><i>Urban Education</i></searchLink>. 2025 60(9):2371-2400.
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  Data: SAGE Publications. 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
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  Data: 30
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Experience%22">Early Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+School+Relationship%22">Parent School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Race+Theory%22">Critical Race Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Problems%22">Student Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Incidence%22">Incidence</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Education%22">Urban Education</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink>
– Name: DOI
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  Data: 10.1177/00420859241293106
– Name: ISSN
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  Data: 0042-0859<br />1552-8340
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper describes the relationship between student identity, adverse childhood experiences (ACEs), and risk for receiving calls home for problems in school. Data are drawn from the 2017 to 2018 National Survey of Children's Health (n = 4,579). Critical race theory and QuantCrit were used to frame the study and analysis. Findings reflect that ACEs were associated with a call home for all students, that students of color with ACEs were 1.24 times more likely to receive a call home for problems at school, and that specific individual ACEs were associated with calls home for each student group.
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  Data: 2025
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  Data: EJ1476722
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        Value: 10.1177/00420859241293106
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 2371
    Subjects:
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Early Experience
        Type: general
      – SubjectFull: Parent School Relationship
        Type: general
      – SubjectFull: Parent Participation
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      – SubjectFull: Critical Race Theory
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      – SubjectFull: Student Problems
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      – SubjectFull: Race
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      – SubjectFull: Ethnicity
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      – SubjectFull: Sex
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Incidence
        Type: general
      – SubjectFull: Urban Education
        Type: general
      – SubjectFull: Discipline
        Type: general
      – SubjectFull: Racial Differences
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    Titles:
      – TitleFull: Assessing Disproportional Calls Home for Problems at School: A Critical Race Framing and Analysis of Race, Ethnicity, Gender, and Childhood Adversities
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