Anti-Racist Educational Leadership and Policy

Diem, Sarah; Welton, Anjalé D.

doi:10.4324/9780429487224

Cited by 69 publications

(63 citation statements)

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“…Given that antiracist efforts in schools are crucial for addressing educational disparities (Diem & Welton, 2020), our first recommendation related to inclusive strategies is to employ antiracist adaptations at the individual level, team level, and macrolevel within educational settings. To incorporate antiracist adaptations at the individual level , Welton et al (2018) highlight the importance of both improving the relationships of implementers of EBIs with marginalized students and families as well as changing how implementers of EBIs talk about marginalized students with one another.…”

Section: Inclusive Strategies For Advancing Csis In Schoolsmentioning

confidence: 99%

Guidelines for implementing and adapting evidence-based interventions with marginalized youth in schools.

Phan¹,

Renshaw²

2023

American Journal of Orthopsychiatry

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With growing diversity within the U.S. population and notable barriers to accessing behavioral health care, marginalized youth are placed at risk for developing psychosocial and mental health problems. Promoting evidence-based interventions (EBIs) through school-based mental health services may improve accessibility and quality of care for marginalized youth facing mental health disparities. Culturally sensitive interventions (CSIs) may further improve engagement with and effectiveness of EBIs with marginalized youth. In this article, we provide guidelines for advancing CSIs when implementing and adapting EBIs with marginalized youth in schools. First, we emphasize inclusive strategies for advancing CSIs with marginalized youth in schools, focusing on antiracist adaptations to interventions and using a community-based participatory research approach when implementing EBIs. Following, we discuss techniques for tailoring CSIs to more effectively support marginalized youth and their families with school-based prevention and treatment. Specifically, we recommend using the Adapting Strategies for Promoting Implementation Reach and Equity framework as a guide to promote equitable implementation as well as key strategies for engaging marginalized youth and their families with school-based EBIs. Ultimately, we offer these guidelines to address disparities and inform more equitable practice in youth mental health care-and to motivate future studies advancing culturally responsive services with marginalized youth in schools. Public Policy Relevance StatementPromoting evidence-based interventions (EBIs) through school-based mental health services may improve accessibility and quality of care for marginalized youth facing mental health disparities. Inclusive and culturally sensitive EBIs may be especially useful for addressing inequities in marginalized youths' mental health outcomes. We provide guidelines and practical recommendations for implementing and adapting inclusive and culturally sensitive EBIs with marginalized youth in schools. Mental health issues are rising among adolescents aged 12-17 years, with a 52% increase in significant internalizing symptoms since 2005 (Twenge et al., 2019). Furthermore, a substantial increase in depression and anxiety symptoms was seen in youth during the COVID-19 lockdown (in March 2020) compared to rates observed before the lockdown (Panchal et al., 2021). Mental health challenges are compounded for youths from low-income families, those within the juvenile justice and child welfare systems, those identifying with racial/ethnic minoritized communities, and those with substance abuse problems (Hodgkinson et al., 2017;Masi & Cooper, 2006). Populations that may be especially vulnerable to lower rates of mental health service access include marginalized youth and the uninsured (Kataoka et al., 2002;Larson & Halfon, 2010).Marginalized youth-who experience racism, discrimination, and exclusion because of unequal power relationships across economic, social, racial, and cultural conditions-r...

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Section: Inclusive Strategies For Advancing Csis In Schoolsmentioning

confidence: 99%

Guidelines for implementing and adapting evidence-based interventions with marginalized youth in schools.

Phan¹,

Renshaw²

2023

American Journal of Orthopsychiatry

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“…Shah (2018) surfaced ways of conceptualizing opportunity gaps for district reforms which ranged from dominant notions of individualism, excellence, and standardization to transformative, critical discourses, grounded in notions of voice, context, and power. Other frameworks call attention to the degree to which race and racial equity are centered spanning from race-neutral toward anti-racist stances (see Diem & Welton, 2020;Shah et al, 2022;Turner, 2020).…”

Section: Equity and Rppsmentioning

confidence: 99%

“…One issue is the ambiguity around what equity means and looks like within RPP efforts. Research suggests a multitude of ways that people understand equity within educational systems and their implications for the (re)distribution of power and resources (e.g., Allbright et al, 2019;Dantley & Tillman, 2006;Diem & Welton, 2020;Gutiérrez & Jaramillo, 2006;Ishimaru & Galloway, 2014;Turner, 2020). Emerging literature suggests RPPs similarly vary with respect to where and how they see equity reflected within the work of the partnership (Denner et al, 2019;Farrell et al, 2021b).…”

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confidence: 99%

Conceptions and Practices of Equity in Research-Practice Partnerships

et al. 2022

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This framework explores the plurality of ways that research-practice partnerships (RPPs) conceptualize issues of equity, and with what consequences for what gets studied, whose voices are included in inquiry, and what knowledge is foregrounded in partnership activity. We draw on institutional theory and the perspectives of members from diverse partnerships to create a framework on the beliefs and practices of equity in RPPs. In terms of their missions, RPPs’ conceptions of equity ranged from a focus on individualism and standardization, to advancing goals of identity, culture, and belonging and attending to power, justice, and anti-racism. Equity was reflected within processes for working together, varying across coordination, collaboration, or transformation of roles and power dynamics. For RPPs, the framework can help develop a common language and shared meanings. For future research, it can serve as an analytic lens to understand when and how RPPs work in service of educational transformation and change.

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“…For example, in the 1960s and 1970s, not only did the national Chicano and Black Liberation Movements play a role; the activism of racially minoritized groups and Indigenous peoples was also influenced by a global social movement to decolonize and liberate their communities from historical and institutionalized oppression, resist white-dominated capitalism and Western imperialism, and oppose the Vietnam War (Tarrow, 2005). Likewise, current activism by communities of color in U.S. urban areas challenges the larger neoliberal political context, especially market-driven reforms, such as school closures and charter-school expansion (Diem & Welton, 2017; Frankenberg et al, 2011). There is also a resurgence in activism among students of color tied to social movements, such as Black Lives Matter and the DREAMers (Rickford, 2016), which are tangential to an emerging social movement of youth-led activism whereby youth demand that adults take their recommendations for policy and social justice seriously (Bertrand, 2014; DeAngelo et al, 2016; Lac & Mansfield, 2018; Welton & Harris, 2022).…”

Section: Racism and Antiracism: From Individual Activism To Social Mo...mentioning

confidence: 99%

“…Despite these daunting challenges, a strong and growing tradition of antiracism activism in education has resulted in changed practices and policies that address racial inequalities (Diem & Welton, 2017). This activism often comes from within a school or school system—committed teachers, administrators, and students who seek to effect positive change by challenging the status quo (DeCuir & Dixson, 2004).…”

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confidence: 99%

Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity

2022

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Although antiracism activism has contributed to substantive progress under certain circumstances and in certain contexts, little research attempts to theorize how antiracism activism is manifest across contexts. In this article, we explore individual and collective antiracist actions within and outside schools. We introduce a theoretical framework that identifies four domains of activism—policy, community, leadership, and teaching and learning—in which activists operate to make a positive difference in promoting racial equity and antiracism in education. The framework offers a systemic way of thinking about antiracist activism in education and the importance of recognizing that several aspects of antiracist activism usually conceived as distinct are interrelated within and across domains. Indeed, antiracist education activism must be understood holistically and systemically if we seek to dismantle the racism that is woven into every piece of the education system.

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Anti-Racist Educational Leadership and Policy

Cited by 69 publications

References 0 publications

Guidelines for implementing and adapting evidence-based interventions with marginalized youth in schools.

Guidelines for implementing and adapting evidence-based interventions with marginalized youth in schools.

Conceptions and Practices of Equity in Research-Practice Partnerships

Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity

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