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Journal of Child and Family Studies
Gepubliceerd in:

17-05-2019 | Original Paper

Schools as Change Agents in Reducing Bias and Discrimination: Shaping Behaviors and Attitudes

Auteurs: Mickey Losinski, Robin Ennis, Antonis Katsiyannis, Luke J. Rapa

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 10/2019

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Abstract

Objective

To describe the issues associated with heightened levels of discriminatory behaviors and their effects on children and youth. We then describe efforts to ameliorate discriminatory behaviors at the school level, placing emphasis on practices that can be implemented within current school initiatives.

Method

We employed a thematic review approach to examine the effects of discriminatory behaviors on children and youth, as well as on school-based practices employed to redress such behaviors.

Results

Schools can act as change agents to curb the negative experiences youth have with discrimination, hateful speech and actions, and harassment. Many schools are successfully addressing these issues through their use of positive behavioral interventions and supports, social and emotional learning programs, bullying prevention programs, and interventions, which are designed to positively influence discriminatory behaviors and biased attitudes.

Conclusion

Schools should address issues like harassment, bullying, racism, and discrimination through the use of programs or interventions designed to reduce them, in order to provide more equitable schooling experiences and more equitable educational outcomes for all.
vorige artikel Implementing the Coping Positively with My Worries Manual: A Pilot Study
volgende artikel Children’s and Parents’ Perceptions of Vulnerability as Weakness: Associations with Children’s Well-Being
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Metagegevens
Titel
Schools as Change Agents in Reducing Bias and Discrimination: Shaping Behaviors and Attitudes
Auteurs
Mickey Losinski
Robin Ennis
Antonis Katsiyannis
Luke J. Rapa
Publicatiedatum
17-05-2019
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 10/2019
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-019-01452-2

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