A Scoping Review of Colorism in Schools: Academic, Social, and Emotional Experiences of Students of Color
A Scoping Review of Colorism in Schools: Academic, Social, and Emotional Experiences of Students of Color
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对学校中有色人种歧视的范围审查：有色人种学生的学术、社会和情感经历
DOI：
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Danielle R. Eugene
中科院分区：
文献类型：
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作者：
Jandel Crutchfield;Latocia Keyes;M. Williams;Danielle R. Eugene
由于学校的肤色歧视，有色人种的学生经历了学术、社会和情感上的挑战。本综述的目的是比较美国公立学校中不同种族背景（非裔美国人、印第安人、亚洲人和拉丁人）学生的肤色歧视经历。据预测，与非裔美国人和亚裔学生相比，未被充分学习的拉丁裔和有色人种学生群体将在学术环境中独特地经历肤色歧视。采用范围审查框架，利用检索时间从1990年到2020年的30篇文献进行综述。出现的主题包括：肤色较浅的学生在学术成果中享有特权，具有更多欧洲中心特征的学生，在学校经历肤色歧视的有色人种学生所创造的复杂社会地位，以及由于肤色歧视而增加的情感挑战的可能性。本综述强调了可能的学校改革努力，以确认所有肤色，减少色彩歧视，并提供调解以减轻学校环境中的色彩歧视体验。
Students of color experience academic, social, and emotional challenges due to colorism in schools. The purpose of this scoping review is to compare the experiences with colorism of students from varying racial backgrounds (African Americans, Native Americans, Asians, and Latin) in U.S. public schools. It is predicted that the understudied group of Latinx and indigenous students of color will uniquely experience colorism in academic settings when compared to African American and Asian students. A 30 article literature review utilizing search dates from 1990 to 2020 was conducted employing a scoping review framework. Themes emerged that include: the privileging of lighter skin and more Eurocentric features in academic outcomes, the complicated social status created for students of color experiencing colorism in schools, and the increased potential for emotional challenges as a result of colorism. This review highlights possible school reform efforts to affirm all skin tones, reduce colorist biases, and offer mediation to mitigate colorist experiences in the school environment.