Educational Hegemony, Traumatic Stress, and African American and Latino American Students

• Published in: Journal of Multicultural Counseling and Development Vol. 38; no. 3; pp. 176 - 186
• Main Authors: Goodman, Rachael D., West-Olatunji, Cirecie A.
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01.07.2010; American Counseling Association; John Wiley & Sons, Inc
• Subjects: Academic Achievement; Achievement tests; African Americans; Analysis; Asian American Students; Asian Americans; Behavior; Counseling; Counseling Techniques; Educational Objectives; Educational psychology; Elementary School Students; Emotional Disturbances; Hispanic Americans; Identification; Intervention; Latin Americans; Minority & ethnic groups; Muslim Americans; Outcomes of Education; Psychological aspects; Secondary school students; Stress (Psychology); Symptoms (Individual Disorders); Underachievement; United States
• ISSN: 0883-8534; 2161-1912
• DOI: 10.1002/j.2161-1912.2010.tb00125.x

The authors use traumatic stress theory to develop an ecosystemic understanding of hegemony and systemic barriers to educational success for culturally diverse students. Scholarship on trauma and systemic oppression are applied to students' academic experiences, and recommendations for improving educational outcomes include assessing for and ameliorating trauma in educational settings. Los autores emplean teorías del estrés traumático para desarrollar un entendimiento ecosistemático de la hegemonía y las barreras sistémicas para el éxito académico de estudiantes culturalmente diversos. Se aplica el conjunto de las investigaciones sobre trauma y opresión sistémica a las experiencias académicas de los estudiantes, y las recomendaciones para mejorar el rendimiento educativo incluyen la evaluación y alivio de los niveles de trauma en entornos educativos.