Diverse families final

Drake & Rodriguez (2022)

• Niceness - a way of being that privileges whiteness, regularly impedes equity efforts in K-12 and educational settings

• Whiteness functions through nice people privileging comfortable, pleasing acts

• Regional identity in the Midwest

• In education:

  • Adversity to confrontation

  • Avoiding the topic of race (color evasiveness)

  • White fragility → Defensive stances from educators when discussing race

  • Emotionalities of whiteness

• Suggested approaches to decenter Niceness

  • Perspective-taking/reflexivity

  • Centering voices of students and families of color

  • Reflecting on and making changes to pedagogy and practice

  • Critical awakening among educators regarding the implications of race

Léger-Goodes et al. (2022)

• Ecoanxiety → common in youth, it is a spectrum

• Vulnerability factors: problem-focused coping, being a girl, not being able to take action, being connected to the land (e.g. Indigenous students), believing that government responses are unsatisfactory

• Protective factors: sense of agency, trusting advances, being involved in activism, feeling empowered, being a girl (hope)

• Implications for school psychologists

  • Parents → maintain open discussions, model action

  • Teachers → teach environmental behaviors before climate facts, provide opportunities for students to normalize emotions, empower students and teach critical thinking skills

  • School systems → introduce in elementary school, incorporate exposure to nature

  • Adults → acknowledge their responsibility

  • Communities → prepare for disasters, support most vulnerable communities

Sullivan et al. (2020)

• Health disparities are created and perpetuated through social structures designed to afford differential opportunities based on race, gender, class

• Institutional factors contributing to health disparities

  • Segregation influences exposure to adverse conditions

  • Environmental racism and policies facilitate health disparities

  • Medical racism has shaped the healthcare system

• Implications for school psychs

  • Plausible for BIPOC students to show elevated risks (SEB)

  • Recognize impacts

  • Advocate

  • Take active role in dismantling systems that perpetuate injustice

Turner & Beneke (2020)

• SRO programs → put police officers in schools for “safety” but are predictive of referrals to law enforcement and increases in arrests

  • School policing developed as a means to suppress Black students and culture within schools

  • Used to assuage White fears in response to school shootings (despite school shootings largely being done by Whites)

• Two discourses in the study’s district

  • Race radical discourse → SROs enact harm and racism against low-income students of color and should be removed from schools

  • Neoliberal therapeutic discourse → Individual SROs benefit low-income students of color by providing care and challenging school racism and should be kept in the district (guise of “anti-racism”)

• Ultimately SROs were retained in this district without much change

  • Extended their role by increasing their role in restorative practices and teams

  • Contradicted voices of students on the committee who were impacted

  • Racism used to justify their presence (Black SROs responsible for Black youth)

  • Community groups solutions would have required changes in practice

  • Race radical viewpoint disadvantaged as long as state and federal policy is tough on crime and pro-policing

Anti-fatness

hatred of fat, fatness, and fat people

• Fatphobia - the pathological fear of fatness

• Sizeism - expectation to be slender, those that do not fit the slender norm are othered

• Similarities b/w sizeism and other power systems (e.g. racism, ableism)

  • Framed as biological issues

  • Moral panic regarding minorities

  • Hypervisibility of minorities

  • Amplification of numbers of minority group (anxiety)

• Differences b/w sizeism and other power systems (e.g. racism, ableism)

  • Body size is changeable

  • All are affected by sizeism because anyone can become fat

AutGender

• Autistic individuals who are non-cisgender use this term to describe how they understand their autistic identity through their gender identity

• Autistic people express their gender in neurodivergent ways

• Disrupts culture of “normality” surrounding how one should follow social norms regarding gender

Black-white paradigm

Racial discourse within the United States enforces this

•  "the reduction of race relations in American society and law to the relations between 'White' Euro-Americans and to 'black' African-Americans.”

  • By product of white supremacy, assumes White > Black

• Those who do not fit easily within the binary are invisibilized and given an indeterminate racial identity (e.g. Asians, Latines, Indigenous people)

• AsianCrit, LatCrit

Counterstorytelling

a method of telling the stories of marginalized people and challenging majoritarian stories (resists erasure)

• __ are creating by unearthing new sources of data through theoretical sensitivity and cultural intuition

• ___ challenge majoritarian stories (3 types)

  • Personal stories/narratives regarding an individual’s experiences with racism

  • Other people’s stories or narratives (e.g. third person voice describing experiences with racism)

  • Composite stories/narratives draw from data to recount BIPOC experiences with racism through the use of characters in social situations

Colonization

The appropriation of sovereignty and resources of a nation to the economic and political benefit of the colonizer

• OR: the domination of one group over another

• Shows up in education

  • Forced removal of Indigenous youth from their families

  • Indoctrination

  • Assimilative force

  • “Saving” Indigenous students from their “deficient” cultures

Color-evasiveness

• Avoiding discussing race, silence, not naming race/racism

• Efforts to remain “race-neutral” - represses dialogue about race, racism, inequality

• Part of White Niceness culture

Community schools

“a place and a set of partnerships, connecting a school, the families of students, and the surrounding community.”

• Key activities: cooperating with other institutions, involving parents, and offering extracurricular activities

• Neg association bw cooperation, parental involvement, and extracurricular involvement with drop out and risky behavior 

• Positive association bw cooperation, parental involvement and academic performance

Critical consciousness

“_________ asks individuals and groups to become aware that the world is structured to privilege some peoples while marginalizing others in ways that diminish, harm, or limit their personal sovereignty”

• Acknowledging dominance, reflecting upon dominance, dismantling dominance

• Allows change at the personal, social, and systems level

Cultural adaptation

the systematic modification of an EBI to consider language, culture, and context in a way that is compatible with the client’s cultural patterns, meanings, and values

• Comment content: incorporating culturally relevant risk factors, translating the spoken language, incorporating cultural values and traditions, having therapist-client match on a variable other than race/ethnicity, or incorporating culturally relevant examples/scenarios/and stories

• Culturally-grounded approach to intervention adaptation → collaborative, based on the culture, values, and expectations of the community

• Proposed approach → selective and directed, guided by evidence

  • Selectively identify target problems and communities that EBT is unlikely to generalize to

  • Rely on data to derive specific modifications to EBT procedures

• Two types of treatment adaptations

  • Contextualizing Content (accommodation of distinct contextual factors)

  • Enhancing Engagement (in strategies with low social validity)

Cultural validity

The intentional privileging and purposeful engagement of Indigenous (or other REM) communities

• The definition of cultural validity was conceptualized as having two distinct domains (i.e., Purposeful Engagement and Intentional Privileging)

• Lisa’s cultural adaptation framework

Deviant minority myth

Southeast Asians are perceived as academically inferior dropouts, welfare sponges, and gang members in some settings

• In other settings they are racialized as model minorities

Eco-anxiety

experiencing major ‘negative’ emotions like worry, guilt, and hopelessness in anticipation of climate change

• NOT a diagnosable mental health condition

Emasculation

• Asian American men are often portrayed as unthreatening, asexual, effeminate, and socially awkward nerds

• White majority use these stereotypes to address fears that they would steal White women

• A form of racial castration

Emotionalities of whiteness

White saviorism, performing “care” (hugs, I love all my students), apolitical support and love, inaction towards changing classroom climate or practices or advocating for minoritized students

• Part of White Niceness culture

Exoticization

• Intersection of race and gender can portray Asian American women as stereotypes of hypersexual and submissive sex objects

• Portrayed as the trophies of White men

• Asian American men can be targets of bullying which can lead them to overcompensate

• Depicts Asian american women as sex objects and makes them more vulnerable to sexual harassment and violence

Forever foreigner myth

• How long have you been in our country?

• Asian Americans are eternally perceived as foreigners

• Suggests Asian Americans are incapable of assimilation and full integration into American society

Funds of knowledge

Cultural and linguistic resources that children and parents bring into schools

• Recognizing these can help bridge the gap between school and home for marginalized families

• More positive way for schools to approach diverse families - shift away from posing diverse families as an obstacle

Gender and sex

• _____ - the social or cultural aspect of being a man or a woman or nonbinary

  • Socially constructed and maintained

• ____ - biological traits that humans possess that determine what gender they are assigned to by society

Heteronormativity

The dominance of heterosexual ways of being, knowing, and feeling

• How it shows up in schools

  • Anti-LGBTQ+ curriculum laws - prohibit schools from requiring gender or sexual diversity counseling or training for students and staff

  • Sex ed class is rigid, does not teach about diverse sexual relations

  • LGBTQ-focused literature can be heteronormative if not presented well

  • Gender policing - how normative gender expectations function as tools for targeting the role schools and institutions play in reproducing strict rules for gender expression

    • Causes bullying rather than individual acts of bullying

  • School addresses individual acts of LGBTQ+ bullying rather than taking a systems approach

Landback

A movement that has existed for generations with a long legacy of organizing and sacrifice to get Indigenous Lands back into Indigenous hands

• Political and organizing framework to deepen solidarity and move toward collective liberation

• Land is at the center of all socio-geo-political issues

  • Examples: healthcare disparities, missing & murdered relatives, racial wealth gap, prison industrial complex, climate chaos, houselessness

• Coloniality as endemic to society and schools

  • Examples: English, spEd, sequenced curriculum, school lunches, standardized assessment, didactic teaching, bell schedules, building structure, mascots, discrimination

• School psych as a colonizer → labeling, gatekeeping, promoting compliance

• Engage in solidarity → educate self & others, mutual aid efforts, use degree for good/help heal communities

Majoritarian stories

stories that privilege those with majoritarian identities by naming these social identities as natural points of reference

• Maintain White privilege and wipe out the complexities of minoritized groups narratives

  • Support deficit narratives

  • Downplay the centricity of race and racism

Model minority myth

Most pervasive stereotype of Asian Americans as a monolithic group of people who achieve universal academic and occupational success

• Masks the diversity and disparities within the Asian American community

• Contributes to the invisibility of Asian Americans in higher education research, practice and policy

• Can pit Asian Americans against other groups

  • Myth can be used to dismiss the roles of race and racism in creating challenges for BIPOC

School-to-deportation pipeline

Tracking and profiling (racialization) processes lead to this

• Common themes among undocumented students

  • Racialization in conjunction with deportation

  • School site was a place where students felt vulnerable to deportation

• Role of profiling/perceptions

  • Interactions with teachers can reflect hyper surveillance (e.g. assume inability, profiling)

  • Othering/racial bias in discipline

  • Low resource schools → strict regulations, stiff penalties

  • Students understand the connections between law enforcement & deportation

  • High resource schools → lack of teacher cultural competence, transportation delays/truancy seen as deviant

  • Low expectations

  • Cause students to identify with other (U.S. born) who are treated differently based on race

  • Students see disconnect between their achievement and how others perceive them

• SPD pipeline → student perceptions

  • Many did not find themselves in the pipeline BUT…

  • Many feared potential penalties

    • Knowledge of its existence affects their behavior

  • Direct and indirect messaging frames racialization/self-identity

  • Being identified as deviant → entry into pipeline (racialization is first step)

Story talk / talking story

A culturally-based, interactive communication between 2+ individuals

• Hawaiian origin

• Process/characteristics

  • Easygoing, lowkey, sincere

  • Reciprocal exchange (mutual)

  • Respect of local customs and culture

  • Does not demand chronological sequence

  • Audience must actively participate during narration to convey compassion and acceptance

    • Verbal feedback important

  • Ownership/freedom/storyteller as decision-maker

  • Ethical → transforms ordinary content into valuable information

  • Use of metaphors relevant to local communities

  • Affective process (connection between storyteller and audience)

  • Closure is a process → demonstration of gratitude

  • Can be used for non-Hawaiian women as well!

Third space

Spaces where students and adults draw on their own experiences to co-create positive learning environments centered on collaborations

• Not subjected to the same rigid curriculums as schools

• Afro Latina article → Sadie Nash Leadership project

  • Fostered critical consciousness and activism among Afro Latina teens

  • Identity focused - staff and girls had shared identity, were able to explore this identity together

  • Affirming and representative of their identity in comparison to other spaces that erase Blackness (e.g. school, home)

Visiting

Métis (Canadian First Nation) ways of ____ with each other and the land which is relationship-based and community-engaged as well as deliberate

• Is relational and focuses on caring relationships

• Themes: how ______ promotes wellness

  • Importance of Métis women gathering together in a Métis women’s space → feels good

  • Elders want to preserve this custom 

  • Learning cultural knowledge by doing (e.g. sewing, fire starting)

  • Gatherings foster intergenerational connections within family and community; transfer of knowledge

  • Importance of appropriate spaces for sharing stories/storytelling

    • May be land-based

  • Promotes pride in Métis women’s identity, ensures cultural continuity

Weight-stigma

the social devaluation and denigration of people with larger bodies

• Associated with distress and disordered eating and is especially important to address as student’s bodies are developing

• Weight-based prejudice is aligned with American individualism and the bootstrap myth (myth of self-control)

• Shows up most in healthcare contexts, on transit, and when exercising

• Shows up in schools

  • Limited furniture for fat people

  • BMI Report Cards

  • MyPlate/food pyramids

  • Books that represent fat characters as mean, greedy, lazy; funny fait girl/sidekick trope

  • Food diary assignments

  • Health assessment requirements

  • Youth fitness programs

  • Lack of policies addressing weight-based bullying in schools

  • School uniforms/dress restrictions

• School psychs can help by…

  • Promoting school-based prevention and intervention (e.g. Very Important Kids)

  • Assessing power issues that set stage for weight-based oppression

  • Advocacy

  • Education about SDMH factors that influence weight

  • Educate self and others about harm caused by weight stigma

  • Examining one’s positionality

  • Research consequences of weight stigma among students

White racial consciousness

White youth’s Racialization process:

• Developing an initial understanding of the existence and meaning of structural racism

• Reflecting on this awareness independently and with others

• Developing emotional connection to these issues

• Developing perspective taking skills and empathy

• Engaging and struggling with one’s identity as a White person

Yarning

a two-way interaction with careful listening/ questioning to elicit a story; derived from Indigenous ways of communication through story-telling (relational approach to gathering data)

• Australian Aboriginal peoples

• Components

  • Aligned with oral tradition → revealing truths through story-telling

  • Situating self in time and history

  • Narrative must be embedded in individual’s culture/language

  • Two-way formal process of knowledge exchange

  • Does not always follow q&a format, may be meandering

  • Can be social, therapeutic, research, collaborative, or family/cultural

  • Collaborative, mutual problem-solving

Yellow peril myth

Asians are a threat to U.S.

• Can be gendered - Asian American men as hypermasculine sexual threats and Asian American women as vicious and untrustworthy sexual deviants

• Fear of hypersuccessful foreigners taking over American education (esp. In higher Ed. contexts)

AsianCrit

a conceptual framework for understanding Asian American experiences of race and racism

• Asian Americans experience unique racial microaggressions that are often tied to ideas of language and immigration 

• However, The Black-White paradigm excludes Asian Americans from racial discourse and hides the ways in which racism shapes their lives

• 7 Tenets

  • Asianization (& its impact on laws and policies)

  • Transnational contexts (importance of international contexts for Asian Americans)

  • Re-Constructive History (the importance of re-constructing an historical Asian American narrative)

  • Strategic (Anti)Essentialism (holistic/unifying view of Asian Americans while recognizing diversity and complexity)

  • Intersectionality

  • Story, Theory, and Praxis (importance of counterstories and countering imperial scholarship)

  • Commitment to social justice (eradicate the intersecting isms!)

Cultural Treatment Adaptations Framework (CTAF)

Framework allowing for the cultural adaptation of interventions

• The CTAF provides a comprehensive representation of treatment modifications that can be used as a common language for cultural adaptation science

• Given intersecting identities and increasing diversity, the CTAF can be used to inform individualized adaptations → idiographic

• Can adapt core or peripheral components

• Core components - primary therapeutic elements responsible for mediating symptom change

  • Possibilities: complete change, core addition, core modification, no changes

• Peripheral components - increase how receptive or understanding a treatment is to a particular population

  • Include: engagement & treatment delivery

Equity Framework for Reciprocal Partnerships

• Goal: cultivate mutual interdependence among families, communities, and schools

• Rooted in sociocultural and critical theories

• Four Values: mutual respect, democratic participation, critical consciousness, sustainability

  • Mutual respect - valuing multiple perspectives, thoughtful and ongoing cultivation of a safe space for differing perspectives to be shared, recognizing the legitimacy of differences

  • Democratic participation - power sharing amongst a variety of people, 2 way communication, transparency

  • Critical consciousness - awareness of how the world is set up to privilege some and marginalize others

  • Sustainability - patterns and structures of participation that are stable and enduring, transcending individuals (e.g. shared vision, accountability to commitments)

• Values support cycles of collaborative action amongst communities which leverage problem posing and community organizing to address inequities

Fat Studies

Academic area that advocates for equality for all people regardless of body size

• Fat vs. slender are social categories

• Problematizing the common practices that are anti-fat

Health At Every Size

a movement that shifts the focus from weight management to health promotion

• body acceptance > weight loss

• reliance on internal regulatory process (e.g. hunger) > restriction

• active embodiment > structured exercise

Intersectionality

Lens that examines the ways membership in multiple social categories is linked to interlocking systems of oppression

• A double axis (sometimes, multi-axis) analysis of discrimination

• Applications to school psychology practice

  • Developing multicultural awareness, knowledge, and skills

  • Develop greater self-awareness of the intersecting identities of our students and systems of oppression that impact their lives

  • Applying radical healing (a process of healing racial trauma involving becoming whole in the face of identity-based wounds)

• Applications to school psychology advocacy

  • Social justice activism is always at the heart of intersectionality

  • Developing skills to disrupt oppression in schools

LatCrit

Critical framework that argues that it is important for Latina/os to acknowledge the ways they are defined as Non-White and how that affects their lived realities in the U.S.

• Latina/os in the U.S. are indeterminately raced because of the Black-White racial paradigm they do not fit into

• Indeterminate race is a problem because:

  • Latino/as face racial discrimination but are not protected by law (besides “natural origin” exception)

  • Reinforces white supremacy when Latino/as do not challenge ties to Whiteness

  • Thwarts coalition building between Latino/as and other BIPOC communities

• Acknowledging race as a construct that shapes Latina/os lives is not inconsistent with recognizing the multidimensionality and diversity of Latina/os!

  • A unified Non-White group identity can build coalition/community between Latinos and with other communities of color

  • Race matters!

TribalCrit

Goal of framework: expose inconsistencies in structural systems and institutions (e.g. schools) and make things better for Indigenous students

• Address issues such as: language revitalization, overrepresentation of Native students in SpEd, teacher-training, pedagogy, low Native graduation rates etc.

• Designed with education in mind, but can be applied to other fields

• Nine tenets

  • Colonization is endemic

  • U.S. policies r.e. Indigenous peoples are rooted in imperialism, White supremacy, and a desire for material gain

  • Indigenous peoples occupy a liminal space that accounts for both the political and racialized natures of their identities

    • Racialized more often

  • Indigenous peoples have a desire to obtain/forge tribal sovereignty, tribal autonomy, self-determination, and self-identification

  • Culture, knowledge, and power have new meanings through an Indigenous lens

  • U.S. policies towards Indigenous peoples are designed to assimilate them to Western ideals

  • Tribal beliefs/customs/values are central to understanding Indigenous peoples but also illustrate the differences among people/groups

  • Stories are not separate from theory (value oral tradition)

  • Theory and practice are deeply connected → social change

Queer Theory

a framework for understanding the experience of Queer people in the U.S.

• Fundamentals

  • The problem of heteronormativity

  • Genealogical approach to interrogating discourses → a methodology used to more accurately understand and critique heteronormativity through an explanation of the influence of historical social environments

  • Deconstructing finite categorizations (e.g gender binary)

  • Resisting essentialism (e.g. being straight is normal)

  • Realities are socially constructed/constricted (e.g. performativity of gender)

  • Challenges empiricism