The Role of Schools in Mediating the Academic, Social, and Psychological Effects of a Forced Evacuation on Youth

学校在调解强制疏散对青少年的学业、社会和心理影响方面的作用

• 批准号: 0554837
• 负责人: Edith Barrett
• 金额: --
• 依托单位: University of Texas at Arlington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-12-01 至 2007-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0554837&HistoricalAwards=false
• 关键词: Role; Schools; Mediating; Academic; Social

This study examines the role of schools in helping youth adopt to their life after the catastrophic event of Hurricane Katrina. Thousands of Gulf coast residents, both affluent and poor, moved to Fort Worth, Texas. Schools possibly provide the foundation for families and adolescents to become adapted to their new life. The study is would examine sociological, and psychological influences on the social and academic outcomes of children and their families who were forced to move to new neighborhoods. The study would describe the characteristics of the adolescents evacuated to Fort Worth area, measure psychological and social well-being (such as anger), examine school response to needs of new students, and study the reaction of local homeowners, churches, and governments. The study would obtain information from 300 adolescents moved to Fort Worth, interview parents of the adolescents, interview principal and teachers in the schools of the adolescents, and interview leaders of local organizations. The researchers intend to develop reports that will be disseminated at educational land sociological conferences, seek publication in journals for those fields, create reports on best practices, and seek to report their findings to the media. The theoretical perspective of this proposal is taken mostly from sociology and education with some reference to psychological concepts of well-being. The research question is centered on how adolescent children adjust to totally new environments forced on them by relocation. Many of the relocated students are minority who may be moved to majority dominant schools. The investigators would obtain information from students, families, and school leaders to better describe the types of adjustments that were necessary and how well they were accommodated. They would investigate how the institutional structures of family and schools help, or not help, students adjust to an entirely new environment forced on them by destruction of their New Orleans homes.

本研究探讨学校在帮助青少年适应卡特里娜飓风灾难性事件后的生活方面所扮演的角色。成千上万的墨西哥湾沿岸居民，无论贫富，都搬到了德克萨斯州的沃斯堡。学校可能为家庭和青少年适应他们的新生活提供基础。这项研究将调查被迫搬到新社区的儿童及其家庭对社会和学业成绩的社会学和心理学影响。这项研究将描述疏散到沃斯堡地区的青少年的特征，测量心理和社会福祉（如愤怒），检查学校对新生需求的反应，并研究当地房主、教堂和政府的反应。本研究将从300名搬到沃斯堡的青少年中获取信息，采访青少年的父母，采访青少年所在学校的校长和教师，采访当地组织的领导。研究人员打算编写将在教育和社会学会议上传播的报告，寻求在这些领域的期刊上发表，编写关于最佳做法的报告，并设法向媒体报告他们的发现。这一建议的理论视角主要来自社会学和教育学，并参考了一些幸福的心理学概念。研究问题集中在青少年儿童如何适应搬迁强加给他们的全新环境。许多重新安置的学生是少数民族，他们可能会被转移到多数人主导的学校。调查人员将从学生、家庭和学校领导那里获得信息，以更好地描述必要的调整类型以及它们被适应的程度。他们将调查家庭和学校的制度结构是如何帮助或没有帮助学生适应一个全新的环境，因为他们在新奥尔良的家园被毁了。