Andrea Joseph-Mccatty
Biographic Data
| ID | 187078 |
|---|---|
| NAME | Andrea Joseph-Mccatty |
| GIVEN NAMES | Andrea |
| FAMILY NAME | Joseph-Mccatty |
| SIGNATURE | JOSEPH-MCCATTY A |
| AFFILIATIONS | University of Tennessee at Knoxville |
| ORCID | 0000-0002-4024-913X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Navigating Anti-DEI Legislation: Reflexivity and Resistance in Social Work Education
Assessing Disproportional Calls Home for Problems at School: A Critical Race Framing and Analysis of Race, Ethnicity, Gender, and Childhood Adversities
This paper describes the relationship between student identity, adverse childhood experiences (ACEs), and risk for receiving calls home for problems in school. Data are drawn from the 2017 to 2018 National Survey of Children's Health ( n = 4,579). Critical race theory and QuantCrit were used to frame the study and analysis. Findings reflect that ACEs were associated with a call home for all students, that students of color with ACEs were 1.24 tim…
Enhancing Child Wellbeing Through Trauma-Informed Parenting Practices: A Pilot Study
Restorative Practices and Disproportionate Discipline of Black Girls: An Intersectional and Ecological Analysis
This mixed-methods study examines the disproportionate discipline of Black girls attending a U.S. high school implementing restorative justice practices. Grounded in ecological systems theory and intersectionality, this study presents overall and within-gender disciplinary outcomes, with qualitative data providing context for these trends. Quantitative analyses, including a relative risk index and Pearson's chi-square tests, confirm significant o…
Exposure to Adversity and Trauma Among Students Who Experience School Discipline: A Scoping Review
While the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or adversity. The findings identified a gap in our knowledge as only 14 of the 49 included articles detailed em…
An Investigation of the Impact of Students' Prior Disciplinary Record on School Discipline Outcomes
Tracking the early stages of the disciplinary gaze among students experiencing childhood adversities
The effects of adverse childhood experiences (ACEs) on children are often misinterpreted in schools as misbehavior and can impact students’ academic progress. We explore how the intersection of race and ACEs make students of color hypervisible and more likely to enter the school discipline pathway. Using tenets of critical race theory and the concept of the disciplinary gaze; we found that children of color, experiencing complex trauma, had 1.85 …
Restorative practices: The application of restorative circles in a case study school
Tracking the early stages of the disciplinary gaze among students experiencing childhood adversities
The effects of adverse childhood experiences (ACEs) on children are often misinterpreted in schools as misbehavior and can impact students’ academic progress. We explore how the intersection of race and ACEs make students of color hypervisible and more likely to enter the school discipline pathway. Using tenets of critical race theory and the concept of the disciplinary gaze; we found that children of color, experiencing complex trauma, had 1.85 …
Enhancing Child Wellbeing Through Trauma-Informed Parenting Practices: A Pilot Study
Tracking the early stages of the disciplinary gaze among students experiencing childhood adversities
The effects of adverse childhood experiences (ACEs) on children are often misinterpreted in schools as misbehavior and can impact students’ academic progress. We explore how the intersection of race and ACEs make students of color hypervisible and more likely to enter the school discipline pathway. Using tenets of critical race theory and the concept of the disciplinary gaze; we found that children of color, experiencing complex trauma, had 1.85 …
Restorative practices: The application of restorative circles in a case study school
Exposure to Adversity and Trauma Among Students Who Experience School Discipline: A Scoping Review
While the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or adversity. The findings identified a gap in our knowledge as only 14 of the 49 included articles detailed em…
An Investigation of the Impact of Students' Prior Disciplinary Record on School Discipline Outcomes
Navigating Anti-DEI Legislation: Reflexivity and Resistance in Social Work Education
Assessing Disproportional Calls Home for Problems at School: A Critical Race Framing and Analysis of Race, Ethnicity, Gender, and Childhood Adversities
This paper describes the relationship between student identity, adverse childhood experiences (ACEs), and risk for receiving calls home for problems in school. Data are drawn from the 2017 to 2018 National Survey of Children's Health ( n = 4,579). Critical race theory and QuantCrit were used to frame the study and analysis. Findings reflect that ACEs were associated with a call home for all students, that students of color with ACEs were 1.24 tim…
Enhancing Child Wellbeing Through Trauma-Informed Parenting Practices: A Pilot Study
Restorative Practices and Disproportionate Discipline of Black Girls: An Intersectional and Ecological Analysis
This mixed-methods study examines the disproportionate discipline of Black girls attending a U.S. high school implementing restorative justice practices. Grounded in ecological systems theory and intersectionality, this study presents overall and within-gender disciplinary outcomes, with qualitative data providing context for these trends. Quantitative analyses, including a relative risk index and Pearson's chi-square tests, confirm significant o…
Sociology (7 works) · Psychology (6 works) · Education Discipline and Inequality (5 works) · Political science (5 works) · Gender Studies (3 works) · Medicine (3 works) · Pedagogy (3 works) · Social Work (3 works) · Child Abuse and Trauma (2 works) · Discipline (2 works)