Promoting a Positive School Climate for Black and African American Students

Isaac Woods; Tai Collins; Meagan Scott; Josalyn Foster; Kandace Mossing

doi:10.4324/9781003400424-6

Promoting a Positive School Climate for Black and African American Students

Isaac Woods, Tai Collins, Meagan Scott, Josalyn Foster, Kandace Mossing

Educational, School, and Counseling Psychology

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

School climate plays an important role in understanding student success by recognizing how students are affected by the positive and negative aspects of school learning environments. Decades of research has demonstrated that Black students experience school differently based on a variety of factors. The experiences of Black students are explored through historical trauma, Critical Race Theory (CRT), intersectionality, and Dis/ability Critical Race Studies (DisCrit). These frameworks are provided to understand the detrimental effects of disproportionality, deficit-thinking, criminalization, and other issues related to the marginalization of Black students. This chapter concludes with guidance for improving school climate through acknowledging historical and current trauma, employing a strength-based approach, affirming cultural identity, and facilitating community empowerment.

Original language	English
Title of host publication	Creating an Inclusive School Climate
Subtitle of host publication	a School Psychology Model for Supporting Marginalized Students
Pages	56-83
Number of pages	28
ISBN (Electronic)	9781000899993
DOIs	https://doi.org/10.4324/9781003400424-6
State	Published - Jan 1 2023

Bibliographical note

Publisher Copyright:
© 2024 selection and editorial matter, Tamika P. La Salle-Finley; individual chapters, the contributors.

ASJC Scopus subject areas

General Social Sciences
General Psychology

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10.4324/9781003400424-6

Cite this

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abstract = "School climate plays an important role in understanding student success by recognizing how students are affected by the positive and negative aspects of school learning environments. Decades of research has demonstrated that Black students experience school differently based on a variety of factors. The experiences of Black students are explored through historical trauma, Critical Race Theory (CRT), intersectionality, and Dis/ability Critical Race Studies (DisCrit). These frameworks are provided to understand the detrimental effects of disproportionality, deficit-thinking, criminalization, and other issues related to the marginalization of Black students. This chapter concludes with guidance for improving school climate through acknowledging historical and current trauma, employing a strength-based approach, affirming cultural identity, and facilitating community empowerment.",

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Promoting a Positive School Climate for Black and African American Students

Abstract

Bibliographical note

ASJC Scopus subject areas

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