Identifying the Mental Health Profiles of Black Adolescents Who Experience School Policing and School Discipline: A Person-Centered Approach.
Identifying the Mental Health Profiles of Black Adolescents Who Experience School Policing and School Discipline: A Person-Centered Approach.
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DOI：
10.1016/j.jaac.2021.11.029
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发表时间：
2022-08
影响因子：
13.3
通讯作者：
Ishino, Francisco Montiel
中科院分区：
文献类型：
--
作者：
Perryman, Collin;Platt, Spencer;Ishino, Francisco Montiel
关键词：
由种族构成的教育环境使黑人青少年的心理健康状况长期不佳。这种经验关系是明显的，当它通过种族战斗疲劳理论，它提供了一个框架，连接教育环境和黑人学生的心理健康状况不佳。学校警察对黑人青少年的教育和健康经历和轨迹有重大影响。这项以人为中心的研究的目的是评估黑人学生的抑郁症状的风险，这些学生被学校警察拦住，看到其他学生被学校警察拦住，或者经历过学校纪律。来自脆弱家庭研究15年级的黑人学生青年（N=1,601）被用来进行潜在的班级分析，以确定学校警务的亚组（即，被学校警察拦住，看到其他学生被学校警察拦住）和学校纪律对抑郁症状的远端结果。协变量包括人口统计学和学校依恋。我们确定了4个不同的黑人学生亚组：（1）毫发无损[没有学校警务或纪律报告];（2）学校纪律;（3）联合学校警务;（4）学校警务[被警察逮捕]。每个亚组的平均抑郁症状评分均呈递增趋势。与未受伤的小组相比，每个小组的学校依恋也较低。这项研究颠覆了教育环境是健康的社会决定因素和一个伟大的均衡器的概念。这项研究批判性地揭示了教育机构，与学校警务同谋，与黑人青年的种族主义相关的心理健康状况。
Educational environments that are structured by race perpetuate poor mental health for Black adolescents. This empirical relationship is pronounced when it is examined through Racial Battle Fatigue theory, which provides a framework that links educational environments and poor psychological health of Black students. School police have major effect on Black adolescents educational and health experiences and trajectories. The purpose of this person-centered study was to assess the risk of Black students’ depressive symptoms who were stopped by school police, saw other students stopped by school police, or experienced school discipline. Black student youths from the Fragile Families Study Year 15 wave (N=1,601) was used to conduct a latent class analysis to identify subgroups of school policing (i.e., being stopped by school police, seeing other students stopped by school police) and school discipline on the distal outcome of depressive symptoms. Covariates included demographic and school attachment. We identified 4 distinct Black student subgroups: (1) unscathed [no school policing or discipline reported]; (2) school disciplined; (3) combined school policing; and (4) school policed [arrested by police]. Each subgroup had an incremental increase in mean depressive symptom scores. Compared to the unscathed subgroup each subgroup also had lower school attachment. This study disrupts the notion that education environments are a social determinant of health and a great equalizer. This study critically exposes how educational institutions, complicit with school policing, are associated with racism-related mental health conditions of Black youths.
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