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

这项研究考察了学校在帮助年轻人适应卡特里娜飓风灾难性事件后的生活方面所起的作用。数以千计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提供适应新生活的基础。这项研究将考察社会学和心理学对被迫搬到新社区的儿童及其家庭的社会和学业结果的影响。这项研究将描述被疏散到沃斯堡地区的青少年的特征，测量心理和社会幸福感(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。这项研究将获得300名搬到沃斯堡的青少年的信息，采访青少年的父母，采访青少年学校的校长和老师，以及采访当地组织的领导人。研究人员打算编写将在教育领域社会学会议上传播的报告，寻求在这些领域的期刊上发表文章，创建关于最佳做法的报告，并寻求向媒体报告他们的发现。这一建议的理论视角主要取自社会学和教育学，并参考了一些幸福感的心理学概念。研究问题的中心是青春期的孩子如何适应搬迁给他们带来的全新环境。许多搬迁的学生是少数族裔，他们可能会被转移到占多数的学校。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适应情况。他们将调查家庭和学校的制度结构如何帮助或不帮助学生适应因新奥尔良房屋被毁而被迫面对的全新环境。

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.