Loc’d and Faded, Yoga Pants and Spaghetti Straps:  Discrimination in Dress Codes and School Pushout

Martin, Jennifer L.; Brooks, Jennifer N.

doi:10.22230/ijepl.2020v16n19a1047

Cited by 5 publications

(5 citation statements)

References 7 publications

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“…Further, participants engaged in transformative actions as outlined by Mason et al. (2021), which include establishing an identity as a leader by seeking allies and mentors, investing time in developing relationships in the school building, and implementing culturally sustaining direct and indirect counseling services. The actions of the SCIT during internship are directly aligned with an antiracist counselor preparation approach.…”

Section: Discussionmentioning

confidence: 99%

“…To apply antiracism to school counseling, understanding of the racist policies and practices that permeate US school systems, and thereby school counseling, is necessary (Clemons & Cokley, 2022). For example, dress code policies are often examples of racism and anti‐Blackness in schools, as student appearances which differ from white heterosexual standards are more often targeted by school administrations as rule violations (Martin & Brooks, 2020; Pettway, 2017). Recent events such as the murders of George Floyd and Breonna Taylor have also ignited the call for antiracist school counseling, and school counselor preparation programs must heed the call (Mason et al., 2021).…”

Section: Antiracism In School Counselingmentioning

confidence: 99%

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Antiracism internship: Applying the ecological social justice school counseling theory

Johnson

Brookover

Gantt-Howrey

et al. 2022

Couns Edu & Supervision

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This manuscript describes an empirically designed internship course that utilized the Ecological Social Justice School Counseling theory to teach internship students how to engage in antiracist practice to address social determinants of health in schools. The research reports on the eight school counseling internship students' experiences, through five themes and 12 subthemes, highlighting the ways they increased awareness of SDOH, antiracist practice, and related constructs at their schools and with students including their action toward addressing SDOH, advocacy, barriers, and growth. Implications for counselor educators and site supervisors conclude. K E Y W O R D Santiracism, ecological social justice school counseling, school counseling internship, social determinants of health Antiracism is rooted in action and is a process of actively identifying and opposing racism in all forms. Negatively influenced by systemic racism, the social determinants of health (SDOH) adversely impact vulnerable and underserved students and families (SDOH;Hassen et al., 2021). SDOH are conditions in the environments in which people are born, grow, live, work, and age that affect health, wellbeing, and quality of life outcomes and risks. They are typically divided into the five domains of economic stability, education, social and community context, health and health care, and neighborhood and built environment (Healthy People 2030, n.d.). The SDOH are particularly influential for children including physical and mental health outcomes, educational opportunity gaps, and adverse health outcomes that have a lasting impact into adulthood (Healthy People 2030, n.d.).This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: Discussionmentioning

confidence: 99%

Section: Antiracism In School Counselingmentioning

confidence: 99%

Antiracism internship: Applying the ecological social justice school counseling theory

Johnson

Brookover

Gantt-Howrey

et al. 2022

Couns Edu & Supervision

View full text Add to dashboard Cite

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“…Racism is structural and pervasive within educational systems in the US (Dumas & Ross, 2016; Holcomb‐McCoy, 2004; Leigh & Davis, 2017; Little & Welsh, 2022). Understanding the relationship between anti‐Blackness and school policies is essential to disrupt racist educational structures (Leigh & Davis, 2017; Martin & Brooks, 2020; Pettway, 2017). Caldera (2020) defined Blackness as “a combination of shared expressions, preferences, styles, mannerisms, histories, and struggles of Africa‐descendant people” (p. 14) as well as anti‐Blackness as “a distinct form of antagonism aimed or directed at people who are read as Black” (p. 16).…”

Section: Anti‐blackness Within School Policymentioning

confidence: 99%

Antiracist school counseling: A consensual qualitative study

Leigh-Osroosh

Clemons

Robertson

et al. 2023

Jour of Counseling & Develop

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School counselors have a unique role as frontline advocates and change agents who work toward addressing systemic inequities within K-12 education (Placeres et al., 2022). Racism is the systemic prioritization of Whiteness as the standard of humanness, success, and well-being. School counselors are responsible for resisting racism in the support of the wellness of all students. This consensual qualitative study examined the question, what is antiracist school counseling? Four focus groups (N = 17) were conducted within the School Counseling Interest Network (SCIN), a subgroup of the Association for Counselor Education and Supervision (ACES). The resulting four domains, such as anti-Blackness, knowledge, action, and responsibility, describe antiracist school counseling. Implications for counselor education, research, and practice are discussed. K E Y W O R D Santi-Blackness, antiracist, consensual qualitative research, school counseling Antiracism inherently and actively deconstructs racist policies, procedures, and systems to allocate resources and power equitably (Johnson, Brookover, et al., 2022;Johnson, Ieva, et al., 2022). Holcomb-McCoy (2021) described the practice of antiracism within education as the interrogation and destruction of educational policies that uphold racist perspectives, such as Eurocentric curricula, standardized testing, and discipline. Incorporating antiracism in school counseling requires a thorough understanding of the racism and

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“…Implicit messages can be spread through explicit policies such as the regulation of culturally significant hairstyles or garments as well as through the censure of cultural and religious practices. School dress codes are considered to prevent distractions; however, what is considered a distraction can be racially or culturally biased, often penalizing children of color with Black natural hairstyles such as braids or locs, head coverings without religious exemption, or by using racialized language (Martin & Brooks, 2021). Students also regularly witness other sanctions, such as refusing to accommodate religious practices (i.e., Islamic religious holidays, hijab) (Khalaf et al., 2022).…”

Section: The Environmentmentioning

confidence: 99%

How can white parents raise anti‐racist children? Introducing the routes to effective anti‐racist parenting (REAP) model

Belizaire,

Powers,

Mekawi

2023

Family Process

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In response to highly publicized instances of overt racial injustice, there has been a recent resurgence of interest and commitment to identifying processes through which anti‐racist behaviors develop among White individuals. One particularly important context in which anti‐racist behaviors can develop is within families and as a result of childrearing. Theories of anti‐racism typically neglect the role of families and family science research typically neglects a focus on anti‐racist parenting outcomes. To further research and applied work on fostering anti‐racism within White families, this paper introduces a new integrative model called routes to effective anti‐racist parenting (REAP). The model draws on theories from various fields, including family science and social psychology, and uses a metaphor of nurturing a plant to explain the nuanced, multi‐faceted approaches to anti‐racist parenting. The model incorporates factors related to the “pot” (i.e., fundamental values and structure necessary to contain more specific anti‐racist skills and behaviors), “soil” (i.e., characteristics that define anti‐racist commitment), “seeds” (i.e., direct transmission of anti‐racism skills), and “environment” (i.e., influential external factors). Finally, we describe the intended benefits that can be reaped from this intentional approach to anti‐racist parenting. The REAP model contributes to the family science literature by providing an empirically grounded theoretical model describing the roles that parents can play in children's anti‐racist development.

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Loc’d and Faded, Yoga Pants and Spaghetti Straps: Discrimination in Dress Codes and School Pushout

Cited by 5 publications

References 7 publications

Antiracism internship: Applying the ecological social justice school counseling theory

Antiracism internship: Applying the ecological social justice school counseling theory

Antiracist school counseling: A consensual qualitative study

How can white parents raise anti‐racist children? Introducing the routes to effective anti‐racist parenting (REAP) model

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