Linking Racial Disparities in School Discipline to Black Youth Suicidality

将学校纪律中的种族差异与黑人青少年自杀联系起来

基本信息

批准号：
10511808
负责人：
Angel S. Dunbar
金额：
$ 25.63万
依托单位：
UNIV OF MARYLAND, COLLEGE PARK
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-09-01 至 2025-08-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10511808
关键词：
Accounting Address Adolescence Adolescent Age Area Behavior Belief Black race Buffers Characteristics Child Child Behavior Child Rearing Childhood Competence Data Depressed mood Discipline Discrimination Emotions Equation Faculty Recruitment Family Feeling suicidal Foundations Frequencies Goals Gold Intervention Interview Lead Link Literature Major Depressive Disorder Mental Depression Mental Health Modeling Neurocognitive Pain Parents Participant Perception Policies Preparation Prevention Prospective Studies Psychological Impact Race Records Reporting Research Risk School-Age Population Schools Severities Shame Socialization Specificity Structural Racism Structure Suicide Surveys Suspensions Testing Time University Hospitals Work Youth adverse childhood events adverse outcome age group aged base computerized coping diaries elementary school emotion dysregulation emotion regulation experience health assessment ideation intervention program metropolitan middle childhood minority children novel novel strategies pain relief perceived discrimination primary caregiver programs protective factors psychological outcomes psychosocial stressors public health relevance racial bias racial discrimination racial disparity racism recruit reducing suicide skills standard measure suicidal suicidal behavior suicidal risk suicide rate teacher theories

项目摘要

ABSTRACT The suicide rate is about two times higher for Black children ages 5-12 than White children of the same age group. Identifying factors that disproportionately impact young Black children and contribute to their high rates of suicide and suicidality (i.e., ideation, planning, attempt) represents a critical gap in the field. Racial disparities in school discipline practices that are due to racial biases (i.e., racialized discipline) have been seen throughout the literature. Black children in elementary school are two to three times more likely to be suspended or receive an office discipline referral compared to White children for the same behaviors. Despite robust evidence demonstrating the negative psychological impact of Black children’s experiences of discrimination, the association between racialized discipline and young Black children’s suicidal ideation and behavior has not been established. This proposal seeks to test 1) whether higher rates of racialized discipline predict Black children’s suicidality, 2) whether the proposed association between racialized discipline and Black children’s suicidality is moderated by child emotion regulation and neurocognitive functioning, and 3) whether racial socialization—a cultural parenting strategy—protects against childhood suicidality. These aims will be addressed via a two wave prospective study of 200 Black children ages 8-10, their primary caregivers, and their teachers, recruited through a University Hospital program providing school-based mental health treatment to schools in a major metropolitan area. Racialized discipline will be assessed via a novel teacher daily diary approach and triangulated with standard measures, including disparities in office discipline referrals and children’s perceived teacher and school discipline inequity. Children’s suicidal thoughts and behaviors will be assessed via a gold standard semi-structured interview. Children will also complete computerized neurocognitive functioning tasks and an observed emotion regulation task. Parents will report their preparation for bias and cultural socialization messages. Data will be analyzed using multilevel structural equation modeling. This study has the potential to inform school-based policy to address racial bias in schools and culturally relevant, targeted intervention programs for Black families with the goal of decreasing suicidal thoughts and behavior in Black children.

抽象的 5-12 岁黑人儿童的自杀率大约是同龄白人儿童的两倍确定对黑人儿童产生不成比例影响并导致其高比率的因素。自杀和自杀（即构思、计划、企图）代表了该领域的一个关键差距。由于种族偏见（即种族化纪律），学校纪律做法存在差异在整个文献中，小学黑人儿童的可能性是黑人儿童的两到三倍。与白人儿童相比，因相同行为而被停职或收到办公室纪律处分。强有力的证据表明黑人儿童的经历对心理产生负面影响歧视、种族化管教与黑人儿童自杀意念之间的联系，以及该提案旨在测试 1) 种族化纪律的发生率是否较高。预测黑人儿童的自杀倾向，2）种族化纪律与种族纪律之间的拟议关联是否黑人儿童的自杀倾向受到儿童情绪调节和神经认知功能的调节，3) 种族社会化（一种文化养育策略）是否可以防止儿童自杀。将通过对 200 名 8-10 岁黑人儿童（他们的主要照顾者）进行的两波前瞻性研究来解决，及其教师，通过大学医院项目招募，提供学校心理健康服务主要大都市地区学校的种族化纪律待遇将由一位新颖的老师进行评估。每日日记方法并与标准措施进行三角测量，包括办公室纪律转介中的差异儿童认为老师和学校纪律不公平会影响儿童的自杀想法和行为。通过黄金标准半结构化面试进行评估孩子们还将完成计算机化面试。神经认知功能任务和观察到的情绪调节任务将报告他们的准备情况。将使用多级结构方程分析数据的偏见和文化社会化信息。这项研究有可能为学校政策提供信息，以解决学校和学校中的种族偏见。针对黑人家庭的文化相关的、有针对性的干预计划，旨在减少自杀率黑人儿童的思想和行为。