Spencer C Evans, Paula J Fite
Dual Pathways from Reactive Aggression to Depressive Symptoms in Children: Further Examination of the Failure Model
Journal of abnormal child psychology
schools play integral role adolescents learning understanding ethnicracial identity eri however extant research offers limited understanding specific educator practices inform adolescents eri development turn academic adjustment accordingly present study utilized 30 interviews latinx white asian american multiracial eighth grade students n 16 mage 1325 years sd 045 75 girls 25 boys english teacher illustrate processes erifocused unit informed students eri developmental processes academic engagement ie behavioral cognitive emotional results iterative causation coding indicated unit promoted eri development facilitating conversations family offering dedicated time eri exploration facilitating personal literary eri exploration tandem b units focus eri development encouraged students emotional cognitive behavioral academic engagement c unit also encouraged students emotional cognitive behavioral academic engagement leveraging book selections centering ethnoracially minoritized youth critical consciousness raising class community building findings offer implications future research schoolbased efforts looking positively support adolescents eri development findings also provide insights regarding role predominately white school context students experiences unit namely role context students occasional disengagement material