What is it about?
The worst of times: Using a transformative mixed methods study to name and describe adverse racialized experiences (AREs) in K-12 settings utilizes a mixed-methods approach to deeply explore and understand the negative racialized experiences students encounter within K-12 education, aiming to give voice to these often overlooked and underreported stories by allowing participants to share their personal experiences in detail.
Featured Image
Photo by DJ Johnson on Unsplash
Why is it important?
This study situates school-based adversities in a racialized context and one that considers the harmful implications of interpersonal messages, acts and behaviors on the well-being of racially and ethnically diverse students. This focus expands adverse childhood experiences (ACEs) from a racialized space to advocate for the use of targeted interventions improve educators and peers experiences with students and interventions that support young people and their families in how they cope and manage such adversities.
Perspectives
This document was a "labor of love" in that it took more than four years to collect and analyze the data and publish results
Dr Dawn X Henderson
University of North Carolina System
Read the Original
This page is a summary of: The worst of times: Using a transformative mixed-methods study to name and describe school-based adverse racialized experiences (AREs) in the K–12 retrospective accounts of university students., Psychological Trauma Theory Research Practice and Policy, November 2024, American Psychological Association (APA),
DOI: 10.1037/tra0001818.
You can read the full text:
Contributors
The following have contributed to this page
