Abstract

Across time, frameworks for assessing school safety have failed to acknowledge the harm that institutional racism in school inflicts upon Black students. Such frameworks coupled with disparate outcomes resulting from policies meant to increase safety in schools have long begged the questions, “What does school safety look like for Black youth?” and “How do we promote it?” This manuscript calls for an intersectional ecological framework that considers racial–cultural, gender and queer identity, academic, social–emotional, interpersonal, and physical safety as critical dimensions of school safety for Black adolescents in middle and high school. This paper centers race—specifically Blackness—to offer a heuristic theoretical model for moving beyond colorblind paradigms of school safety. Implications for research and practice are also discussed.

Impact Statement

By highlighting the impact of institutional racism on Black students’ safety, this manuscript offers important theoretical contributions to help inform how researchers define and assess school safety. This manuscript also highlights common, day-to-day systems and practices in schools that threaten the safety of Black students, and offers school leaders, teachers, and staff a vision of what school safety could look like for Black students in middle and high school.

摘要

长期以来，评估学校安全的框架未能承认学校中的制度性种族主义对黑人学生造成的伤害。这样的框架加上旨在提高学校安全的政策导致的不同结果长期以来一直在回避问题，“黑人青年的学校安全是什么样的？” 以及“我们如何推广它？” 这份手稿呼吁建立一个交叉生态框架，将种族文化、性别和酷儿身份、学术、社会情感、人际交往和人身安全视为中学和高中黑人青少年学校安全的关键维度。这篇论文的中心是种族——特别是 Blackness——提供一种启发式理论模型，以超越学校安全的色盲范式。还讨论了对研究和实践的影响。

影响声明

通过强调制度种族主义对黑人学生安全的影响，这份手稿提供了重要的理论贡献，以帮助了解研究人员如何定义和评估学校安全。这份手稿还强调了学校中威胁黑人学生安全的常见、日常系统和做法，并为学校领导、教师和工作人员提供了一个愿景，让他们了解中学和高中黑人学生的学校安全情况。 .