CRT.edited

docx

School

University of Nairobi *

*We aren’t endorsed by this school

Course

499

Subject

Health Science

Date

Nov 24, 2024

Type

docx

Pages

Uploaded by ChancellorBoulder9878

Exploring Trends in American School Culture Impacting the Mental Health of Somali Students Name: University: Course Title: Professor: Date:

Purpose of the study The purpose of this research is to examine and assess the current patterns prevalent in American educational institutions that significantly impact the psychological well-being of Somali learners. This study aims to thoroughly comprehend the intricate relationship between school culture and the psychological health of Somali pupils studying in the United States. Through the identification and examination of these patterns, the research aims to illuminate the particular contextual elements that contribute to the disparities in mental health that Somali students encounter in American educational environments. Moreover, the study aims to furnish practical knowledge that can be implemented by policymakers, educators, and mental health practitioners to facilitate the creation of focused interventions and promote educational settings that are culturally sensitive. The primary objective of this research is to contribute to improving support systems and fostering inclusive school environments that uphold the mental health and general welfare of Somali students. In doing so, it seeks to advance principles of fairness and inclusiveness within the American education system. Significance of the study The study's implications transcend the boundaries of academia, impacting educational methodologies, social justice, and the welfare of students who are frequently marginalized. Through a methodical examination of the intricate dynamics inherent in American school culture, this study seeks to reveal patterns that have a distinct impact on the mental well-being of Somali pupils. This investigation is of the utmost importance in cultivating comprehension of the intricate relationship among mental health, institutional dynamics, and cultural identity. Educators, policymakers, and mental health professionals can utilize the study's findings to guide the development of interventions and policies that are culturally

sensitive and proactively address the mental health needs of Somali students. This will ultimately contribute to the establishment of an educational environment that is more inclusive and equitable. Furthermore, this research is significant because it contributes to expanding the Somali student perspective in the larger discourse of society. By providing insights into the patterns that influence the mental well-being of Somali communities in American educational institutions, this research enhances our understanding of the obstacles they encounter more holistically and compassionately. By doing so, these communities can advocate for systemic changes that promote cultural affirmation, cultivate a sense of belonging, and prioritize mental health. The study's fundamental importance resides in its capacity to instigate constructive transformations within educational institutions, promote equitable treatment of students, and improve the holistic academic journey and psychological welfare of Somali pupils residing in the United States. Context of the study The research examines the detrimental effects of Islamophobia, microaggressions, and racist activities on Black and Muslim Americans, with a specific emphasis on the experiences of Somali students in K–3 educational environments. The study is rooted in the urgent need to comprehend and confront these pervasive negative consequences. Due to its efficacy in deconstructing systemic racism and its capacity to unveil the inconspicuous ways in which discriminatory practices infiltrate diverse facets of society, Critical Race Theory (CRT) is utilized as the theoretical framework. The research endeavors to obtain primary sources of information regarding the difficulties Somali students face during the crucial developmental years of grades K–3 by conducting interviews with their parents. Amidst historical challenges of racial profiling, Islamophobia, and cultural misinterpretations, Somali communities residing in the United States have encountered particular obstacles (Syed et al., 2022). The study aims to shed light on the complex dimensions of these challenges by conducting

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

facilitated conversations with parents. It will investigate how these challenges materialize within the educational setting, impact the student's well-being, and contribute to wider systems of social inequality. According to Pace et al. (2019), early years are critical in determining a child's academic trajectory and socio-emotional development; the K–3 educational settings are the focus of the research. In order to identify systemic problems, develop targeted interventions, and promote more inclusive educational practices, it is critical to comprehend the experiences of Somali pupils in this particular setting. Through an emphasis on parental narratives, this research endeavors to elevate the perspectives of directly impacted individuals and provides significant contributions that may shape community engagement initiatives, policies, and practices—ultimately, facilitating a more equitable educational environment for Black and Muslim American students. Positionality and Reflexivity This study's positionality and reflexivity are important because of the researchers' subjectivity and prejudices. As Somali students and their parents in K-3 schools are investigated, it must be acknowledged that they bring their viewpoints, identities, and cultural origins. This reflexivity requires constantly examining and acknowledging how researchers' ideas, experiences, and cultural lenses may affect data interpretation. Knowing the power dynamics of the research process, the interviews are approached with sensitivity and cultural humility to validate and center participants' voices and minimize external narratives. The study's positionality emphasizes transparency, reflexivity, and ethical engagement with research participants, ensuring that the findings accurately represent Somali students and their parents' lived experiences with racism, Islamophobia, and microaggressions in K-3 education. Theoretical Framework

The research is grounded in the critical race theory (CRT) theoretical framework. By employing CRT, one can effectively analyze the interconnectedness of institutional power dynamics, ethnicity, and culture pertaining to American school systems (Vargas et al., 2021). By adopting this theoretical framework, scholars are able to critically examine how organizational racism and cultural prejudices that are deeply ingrained in educational institutions contribute to the existence of mental health inequalities among Somali pupils. Critical Race Theory (CRT) places significant importance on identifying and confronting covert forms of racism that occur in academic environments ( Aronson & Meyers, 2022). It recognizes that the experiences of Somali students are influenced not only by explicit discriminatory practices but also by deeply entrenched institutional policies and norms. By employing a CRT framework, this research endeavors to reveal latent aspects of American school culture that influence the psychological well-being of Somali pupils. By facilitating an examination of the historical and contemporary structures that sustain inequalities, this framework aids in the identification of particular mechanisms by which racism functions within educational settings. The researcher's objective is to enhance comprehension regarding the intersection of racialized experiences and mental health outcomes by incorporating CRT into the study's design. This will provide valuable insights for developing interventions that target systemic problems and foster a more inclusive and fair school environment for Somali students. Research Questions 1. How do Somali families navigate cultural differences and communication barriers in their interactions with teachers and school staff within K-3 public schools? 2. What are the key themes and narratives emerging from the guided conversations with parents of Somali students regarding the school culture's influence on their children's mental well-being?

3. To what extent do Somali students report experiencing microaggressions related to their cultural background within the school environment? 4. What is the correlation between students' perceptions of cultural inclusivity within the school culture and their self-reported mental health outcomes? LITERATURE REVIEW Difficulties Encountered by Somali Students Academic research has examined Somali children's challenges in American classrooms. Linguistic barriers are a major issue for pupils adopting to an educational institution because English is the predominant language of instruction (Horgan et al., 2022). Acculturation adds to Somali students' struggles as they adjust to a new culture while retaining their roots. Somali students may endure a variety of emotional and psychological issues due to the fight for dual identity, which is part of acculturation. These issues are compounded by discrimination, which can take many forms (Horgan et al., 2022). Stereotypes and prejudices can affect kids' perceptions of inclusion and well-being in school. To solve these complex issues and improve Somali kids' academic performance and well-being in American schools, they must be recognized and understood. There is a need to recognize the Somali diaspora's variety, as students from different regions bring different cultural heritages and lived experiences. Also, it is important to use culturally sensitive teaching methods to meet Somali students' needs. This includes removing linguistic barriers and creating a welcoming, culturally sensitive environment. These studies add to the growing research on Somali students' challenges. They also stress the necessity of inclusive and culturally sensitive educational techniques for academic success and well- being.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

1. Disparities in Education and Systemic Racism Critical Race Theory (CRT) is essential for examining racism's systemic and pervasive educational effects. Varriale (2022) and Guberina (2023) have used CRT to highlight educational biases and disparities. Culturally relevant pedagogy acknowledges and validates students' cultural backgrounds to create an inclusive and fair learning environment ( Varriale, 2022). According to Guberina (2023), there should be a better understanding of institutional racism in education and the need to break down systemic barriers to education equity. These literary works use CRT to show how racial dynamics affect educational interactions and how important it is to address entrenched prejudices and discriminatory policies in higher education. Systemic discrimination has a major impact on Somali pupils' schooling. Systemic historical imbalances and institutional biases may worsen mental health inequities in this student group. Cultural and institutional factors affect Somali students' academic environment in complex ways that require advanced solutions. Interventions must address systemic racism's unique challenges ( Guberina, 2023). This requires policy changes, institutional reform, and culturally sensitive pedagogy to create a more unbiased and supportive academic environment. Understanding the complicated relationship between systemic racism and educational inequality is essential to creating interventions that break down barriers and promote educational equity for all students, especially Somali heritage. 2. Cultural Sensitivity and Microaggressions Microaggressions, according to Williams (2020), are subtle, verbal, or behavioral insults that target people based on their identity. These slights are often inadvertent. Somali kids exposed to academic microaggressions may develop mental health issues. Prejudice, cultural insensitivity, and stereotyping all contribute to alienation and otherness. Microaggressions may make Somali students feel excluded and disengaged, affecting their mental health. In order to create a diverse and inclusive educational

environment, these subtle forms of discrimination must be addressed ( Williams, 2020). Policymakers and educators can tailor interventions to foster cultural sensitivity, inclusivity, and a sense of belonging among Somali kids by understanding their particular microaggressions. To create effective solutions, Somali students' microaggressions must be examined. Cultural, linguistic, and religious aspects must be considered while analyzing these microaggressions. Williams's investigations help explain microaggressions' prevalence and mental health risks. Interventions must target specific events and aim to change academic culture. This includes microaggression training for staff and instructors, cultural competence, and diversity appreciation. By fostering cultural awareness in schools, staff can create a more supportive environment that improves Somali and other minority children's academic performance and well-being. 3. Inclusivity of Culture in Schools Considering Osman et al. (2020) research, cultural inclusion in schools is essential to understanding how school culture affects Somali students' mental health. The research encourages incorporating diverse cultural viewpoints into educational procedures to create an inclusive learning environment that reflects student culture. Multicultural education is necessary to satisfy the needs of pupils from diverse cultures ( Arsal, 2019). Further research into the relationship between cultural inclusivity in American schools and Somali students' mental health is needed. These studies may reveal how school settings affect Somali students' mental health. 4. Parental Opinions and Support Research conducted by Abdi (2022) and Spaas et al., (2023) shows that Somali students' academic and psychosocial growth depends on parents' involvement. Parents advocate for their children by presenting unique viewpoints on cultural subtleties, beliefs, and barriers that may affect their academic and social lives. To create a comprehensive support network that meets Somali students' needs, familial

engagement is essential Spaas et al., (2023). Schools and parents can collaborate to bridge the communication divide and create more effective and culturally relevant interventions. Qualitative methods like guided conversations for parental perspectives surpass standard data collection. These dialogues allow parents to share their opinions, concerns, and goals for their children's education, exposing aspects that quantitative assessments may overlook Abdi, (2022). Policymakers and educators may address immediate challenges and create a home-school support network by understanding Somali parents' perceptions of their students' struggles. The collaborative character of this approach recognizes the joint influence of these two dimensions on Somali students' holistic welfare and academic success. METHODOLOGY Research Design This study employs a mixed-methods research design, combining both qualitative and quantitative approaches. It utilizes Critical Race Theory (CRT) as the theoretical framework to explore the detrimental effects of Islamophobia, microaggressions, and racist activities on Black and Muslim Americans, specifically focusing on Somali students in K–3 educational environments to comprehensively explore the trends in American school culture affecting the mental health of Somali students. This design allows for a nuanced understanding of subjective experiences while also providing statistical insights into the prevalence and correlations of key variables. Qualitative research questions. 1. How do Somali families navigate cultural differences and communication barriers in their interactions with teachers and school staff within K-3 public schools?

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

2. What are the key themes and narratives emerging from the guided conversations with parents of Somali students regarding the school culture's influence on their children's mental well- being? Quantitative research questions 1. To what extent do Somali students report experiencing microaggressions related to their cultural background within the school environment? 2. What is the correlation between parent's perceptions of cultural inclusivity within the school culture and their children's reported mental health outcomes? Setting and participants The study will be conducted in K–3 educational settings within urban and suburban school districts in the United States, where Somali students are prevalent. Participants will include parents of Somali students in these grades, as they are deemed primary sources of information regarding the challenges faced by their children. Focusing on K–3 educational settings is crucial for capturing the formative years significantly influencing a child's academic trajectory and socio-emotional development. This setting ensures that the research delves into the experiences of Somali students during a critical phase of their education. Data Generation Procedures Qualitative Data Generation Procedures Semi-structured interviews with Somali families will be conducted, exploring their experiences navigating cultural differences and communication barriers with teachers and school staff. Conversations with parents of Somali students will be facilitated to elicit narratives and themes regarding the school culture's influence on their children's mental well-being. This will be by use of open-ended questions to

encourage participants to share their perspectives on how school culture shapes the mental health experiences of their children. Quantitative Data Generation Procedures Surveys will be administered to Somali parents to collect quantitative data on the extent of microaggressions they perceive within their children's school environment. Including items that assess various forms of microaggressions. Survey questions will be included to gauge parents' perceptions of cultural inclusivity within the school culture and children-reported mental health outcomes. Data Analysis Methods Qualitative Data Analysis Methods Thematic analysis of qualitative data from interviews and guided conversations will be conducted by Identifying recurring themes related to the navigation of cultural differences, communication barriers, and the influence of school culture on the mental well-being of Somali students. Quantitative Data Analysis Methods: Descriptive statistics, such as frequencies and percentages, will be calculated to provide an overview of the extent of microaggressions reported by Somali parents. This will be achieved by summarizing the distribution of responses to survey questions on cultural inclusivity and mental health outcomes. A correlation analysis will be conducted to examine the relationship between parents’ reports of microaggressions and their perceptions of cultural inclusivity within the school culture using software such as Anova, Jamovi, and SPSS. In addition, exploring the correlation between parents' perceptions of cultural inclusivity and their children's reported mental health outcomes. Integration of Qualitative and Quantitative Findings This will be achieved by: 1. Combining insights from both qualitative and quantitative data to provide a more comprehensive understanding of the research questions. 2.-Interpreting findings

holistically, exploring how qualitative themes may complement or deepen insights obtained through quantitative analyses. 3. Identifying areas of convergence or divergence between qualitative narratives and quantitative trends, contributing to a nuanced and multifaceted interpretation of the research outcomes. Human Subjects Protection Conspicuous attention will be paid to safeguarding human subjects via several critical protocols. A thorough informed consent procedure shall be executed, wherein the participants' right to withdraw, the study's objectives, methodologies, and possible hazards shall be explicitly delineated. In pursuit of ethical integrity, this investigation will seek authorization from an Institutional Review Board (IRB). De- identification strategies will be implemented to ensure the protection of participant data, with a primary focus on maintaining confidentiality and anonymity. Data collection methods shall be guided by privacy principles and respect for participants' autonomy. Post-study, participants will be offered a debriefing session in addition to ongoing monitoring to ensure that any unanticipated ethical concerns are promptly addressed. In recognition of the participants' varied origins, particular emphasis will be placed on the cultural sensitivity of the research. By protecting the rights and well-being of the human subjects involved, these safeguards collectively contribute to the ethical conduct of the research. Assumptions and Limitations of the Study The study operates under certain assumptions. These include the belief that participants will offer truthful and precise answers during guided conversations and interviews, that the informed consent procedure adequately conveys the study's objectives and guarantees voluntary involvement, and that the ethical review process sufficiently protects the rights of participants. Nevertheless, it is crucial to

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

acknowledge certain constraints. These include the potential for participants' accounts to be influenced by social desirability bias, the dependence on self-reporting for experiences such as microaggressions, and the impact of cultural subtleties on the interpretation of responses. Moreover, the study's exclusive emphasis on parental narratives might offer an incomplete viewpoint, and quantitative metrics may fail to fully encompass the intricate characteristics of mental well-being. Additionally, it is assumed that the research team possesses the capability to foresee and efficiently manage any unanticipated obstacles that might emerge throughout the data collection phase, thereby guaranteeing the ethical treatment of participants.

WORK PLAN Nov 2023 Dec 2023 Jan 2023 Feb 2024 Mar 2024 Apr 2024 May 2024 Jun 2024 Literature Review Proposal Writing Proposal Presentation Data Collection Data Analysis Thesis Writing Thesis Defence

References Abdi, N. M. (2022). Somali immigrant mothers’ experiences of school engagement: Implications for school leaders. Educational Administration Quarterly , 58 (5), 746-779. Aronson, B., & Meyers, L. (2022). Critical race theory and the teacher education curriculum: challenging understandings of racism, whiteness, and white supremacy. Whiteness and Education , 7 (1), 32-57. Arsal, Z. (2019). Critical multicultural education and preservice teachers’ multicultural attitudes. Journal for Multicultural Education , 13 (1), 106-118. https://doi.org/10.1108/JME-10-2017-0059 Guberina, T. (2023). Cultivating Inclusive Learning Environments: Incorporating Diversity Through Culturally Responsive Pedagogy. Social Science Chronicle , 2 , 1-14. Horgan, D., Martin, S., O’Riordan, J., & Maier, R. (2022). Supporting languages: The socio‐educational integration of migrant and refugee children and young people. Children & Society , 36 (3), 369-385. https://doi.org/10.1111/chso.12525 Osman, F., Mohamed, A., Warner, G., & Sarkadi, A. (2020). Longing for a sense of belonging—Somali immigrant adolescents’ experiences of their acculturation efforts in Sweden. International journal of qualitative studies on health and well-being , 15 (sup2), 1784532. https://doi.org/10.1080/17482631.2020.1784532 Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly , 46 , 112-125. https://doi.org/10.1016/j.ecresq.2018.04.001 Spaas, C., Said-Metwaly, S., Skovdal, M., Primdahl, N. L., Jervelund, S. S., Hilden, P. K., ... & De Haene, L. (2023). School-based Psychosocial Interventions' Effectiveness in Strengthening

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Refugee and Migrant Adolescents' Mental Health, Resilience, and Social Relations: A Four- country Cluster-Randomized Study. Psychosocial Intervention , 32 (3), 177. Syed, M., Fish, J., Hicks, J., Kathawalla, U. K., & Lee, E. (2022). Somali migration to the United States: Understanding adaptation through digital stories. Cultural Diversity and Ethnic Minority Psychology , 28 (3), 361. https://psycnet.apa.org/doi/10.1037/cdp0000427 Varriale, A. (2022). Transforming Equity into Lasting Solutions. An Examination of the Effects of Race on Culturally Relevant Pedagogy . St. John's University (New York). Vargas, J. H., Saetermoe, C. L., & Chavira, G. (2021). Using critical race theory to reframe mentor training: Theoretical considerations regarding the ecological systems of mentorship. Higher Education , 81 , 1043-1062. https://doi.org/10.1007/s10734-020-00598-z Williams, M. T. (2020). Microaggressions: Clarification, evidence, and impact. Perspectives on Psychological Science , 15 (1), 3-26. https://doi.org/10.1177/1745691619827499

CRT.edited

Related Documents