دورية أكاديمية
School-Based Supports and Interventions to Improve Social and Behavioral Outcomes with Racially and Ethnically Minoritized Youth: A Review of Recent Quantitative Research
| العنوان: | School-Based Supports and Interventions to Improve Social and Behavioral Outcomes with Racially and Ethnically Minoritized Youth: A Review of Recent Quantitative Research |
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| اللغة: | English |
| المؤلفون: | Fallon, Lindsay M. (ORCID |
| المصدر: | Journal of Behavioral Education. Mar 2022 31(1):123-156. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| تاريخ النشر: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324B170010 |
| نوع الوثيقة: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Discipline, Student Behavior, Behavior Modification, Social Development, Intervention, Minority Group Students, Racial Differences, Ethnicity, Student Diversity, Statistical Analysis, Educational Research, Student Characteristics, Program Content, Program Evaluation, Program Effectiveness, Elementary Secondary Education |
| DOI: | 10.1007/s10864-021-09436-3 |
| تدمد: | 1053-0819 |
| مستخلص: | School discipline disproportionality has long been documented in educational research, primarily impacting Black/African American and non-White Hispanic/Latinx students. In response, federal policymakers have encouraged educators to change their disciplinary practice, emphasizing that more proactive support is critical to promoting students' social and behavioral outcomes in school. Results from a literature review conducted nearly a decade ago indicated that there was, at that point, a paucity of empirical research related to considering students' culture (e.g., race, ethnicity) and supporting school behavior. The purpose of this study is to replicate and expand the previous review to summarize the characteristics of the most recent school-based quantitative research addressing interventions to promote social and behavioral outcomes for racially and ethnically minoritized youth. We screened 1687 articles for inclusion in the review. Upon coding 32 eligible research studies, we found that intervention and implementer characteristics within these studies varied, but noted strong intervention effects in studies that included established evidence-based practices, adapted interventions, as well as new practices piloted with student participants. Results inform recommendations to continue to study interventions that promote positive social and behavioral outcomes for racially and ethnically minoritized students to disrupt a long history of subjection to exclusionary discipline disproportionately. [For the grantee submission, see ED616596.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1328677 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1053-0819 |
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| DOI: | 10.1007/s10864-021-09436-3 |