Annahita Ball
Biographic Data
| ID | 4176680 |
|---|---|
| NAME | Annahita Ball |
| GIVEN NAMES | Annahita |
| FAMILY NAME | Ball |
| SIGNATURE | BALL A |
| AFFILIATIONS | University at Buffalo, State University of New York |
| ORCID | 0000-0002-7595-9334 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Family engagement during the Covid‐19 pandemic: Opportunities and challenges for school social work
The COVID‐19 pandemic brought dramatic changes in schooling in the United States and across the world, including abrupt shifts to remote learning, immediate cessation of social contact, intensive family engagement in education and diminished school capacity for social–emotional supports. While the initial national lockdown was temporary, the long‐lasting effects of the pandemic on society are still being revealed. This study contributes to a grow…
Did I Hear That Right?”: A CRT Analysis of Racial Microaggressions in K-12 Schools
Microaggressions are well-documented in education literature, yet they are typically explored on the interpersonal level and less often contextualized within a broader educational context. In this study, we used a critical qualitative approach, pairing a Critical Race Theory framework with a feminist critique, to explore K-12 faculty and staff perceptions of racial microaggressions in U.S. public schools. Twenty-five faculty and staff with anti-o…
If Another Person Says, 'You're So Articulate,' So Help Me: Microaggressions Experienced By Employees of Human Service Agencies
Few studies have examined the nature of microaggressions experienced by employees of human service agencies. This exploratory study identified the types of microaggressions that women and non-binary people of color experience within their agency settings. Narrative data were collected using a web survey. The survey consisted of two instruments, both developed by the researcher--a non-categorical demographic questionnaire and a survey that asked p…
The Family Engagement Practice Framework: A Comprehensive Framework Developed From the Voices of School‐Based Practitioners
Objective This study developed a practice framework to identify and explain family engagement practice for school‐based service delivery. Background School–family–community partnerships expand the possibilities for family engagement by providing comprehensive services to families and children. No research to date has explored practitioners' perspectives of family engagement practice, and few practice frameworks exist to guide family engagement ef…
Toward Many Emerging Adulthoods: A Theory-Based Examination of the Features of Emerging Adulthood for Cross-Systems Youth
Although it is widely acknowledged that emerging adulthood is experienced differently by various groups, few studies have directly examined the theoretical features of emerging adulthood in vulnerable subpopulations of low-income young people in the United States. This study addressed this gap by exploring the salience of the five features proposed in emerging adulthood theory—identity exploration, instability, feeling in-between, sense of self-f…
Integrating Trauma-Informed Care and Collective Impact: Perspectives of Service Providers Working with Cross-System Youth
Objective: Organizations have adopted trauma-informed care (TIC) to guide service provision for vulnerable populations. There is little research, however, on TIC in cross-system collaborations. The collective impact (CI) framework offers insight into cross-system collaboration, but there are few studies on CI, and none have examined it in relationship to TIC. This paper proposes the use of an aligned TIC and CI framework and presents findings fro…
Calling Social Work to the Movement for Educational Justice
The persistent and systemic inequities within the U.S. public education system have grave implications for children’s and youth’s outcomes, yet these inequities go far beyond academics. Marginalized and vulnerable students experience injustices across the educational system, including disproportionality in school discipline, unequal access to advanced courses, and poor conditions for learning. Social work has a solid history of addressing issues …
Striving and Dreaming: A Grounded Theory of the Transition to Adulthood for Cross-Systems Youth
The transition to adulthood is an underresearched topic for cross-systems youth, defined as young people who have experienced homelessness, child welfare system involvement, and educational challenges. This qualitative study explored processes of resilience in the transition to adulthood for cross-systems youth aged 18 to 24 ( n = 20). Analysis of in-depth interviews using a grounded theory open coding process revealed two thematic concepts, stri…
Examining women's physical mobility and microfinance participation in Bangladesh: Results from a nationally representative sample
School definitely failed me, the system failed me”: Identifying opportunities to impact educational outcomes for homeless and child welfare-involved youth
School mental health content in state in-service K-12 teaching standards in the United States
Social Work Advocacy: Professional Self-Interest and Social Justice
This study employed an analysis of the advocacy-related resources and materials available through the 50 NASW state chapter websites. Results revealed that a large number of states had no information about advocacy on their websites (42%). One third of the mission statements reviewed contained language indicating that advocacy was part of the chapter mission, while nearly as many included no content related to advocacy or social justice on their …
The Development of the Perceived School Experiences Scale
Objectives: This article describes two studies related to the development of the Perceived School Experiences Scale (PSES). The PSES may be used by social workers to assess youths’ perceptions of three school-related protective factors, including school connectedness, academic press, and academic motivation. Method: In Study 1, exploratory and confirmatory analyses were conducted on a calibration ( n = 386) and cross-validation sample ( n = 387) …
Examining women's physical mobility and microfinance participation in Bangladesh: Results from a nationally representative sample
School definitely failed me, the system failed me”: Identifying opportunities to impact educational outcomes for homeless and child welfare-involved youth
The Development of the Perceived School Experiences Scale
Objectives: This article describes two studies related to the development of the Perceived School Experiences Scale (PSES). The PSES may be used by social workers to assess youths’ perceptions of three school-related protective factors, including school connectedness, academic press, and academic motivation. Method: In Study 1, exploratory and confirmatory analyses were conducted on a calibration ( n = 386) and cross-validation sample ( n = 387) …
Did I Hear That Right?”: A CRT Analysis of Racial Microaggressions in K-12 Schools
Microaggressions are well-documented in education literature, yet they are typically explored on the interpersonal level and less often contextualized within a broader educational context. In this study, we used a critical qualitative approach, pairing a Critical Race Theory framework with a feminist critique, to explore K-12 faculty and staff perceptions of racial microaggressions in U.S. public schools. Twenty-five faculty and staff with anti-o…
Family engagement during the Covid‐19 pandemic: Opportunities and challenges for school social work
The COVID‐19 pandemic brought dramatic changes in schooling in the United States and across the world, including abrupt shifts to remote learning, immediate cessation of social contact, intensive family engagement in education and diminished school capacity for social–emotional supports. While the initial national lockdown was temporary, the long‐lasting effects of the pandemic on society are still being revealed. This study contributes to a grow…
Integrating Trauma-Informed Care and Collective Impact: Perspectives of Service Providers Working with Cross-System Youth
Objective: Organizations have adopted trauma-informed care (TIC) to guide service provision for vulnerable populations. There is little research, however, on TIC in cross-system collaborations. The collective impact (CI) framework offers insight into cross-system collaboration, but there are few studies on CI, and none have examined it in relationship to TIC. This paper proposes the use of an aligned TIC and CI framework and presents findings fro…
Striving and Dreaming: A Grounded Theory of the Transition to Adulthood for Cross-Systems Youth
The transition to adulthood is an underresearched topic for cross-systems youth, defined as young people who have experienced homelessness, child welfare system involvement, and educational challenges. This qualitative study explored processes of resilience in the transition to adulthood for cross-systems youth aged 18 to 24 ( n = 20). Analysis of in-depth interviews using a grounded theory open coding process revealed two thematic concepts, stri…
School mental health content in state in-service K-12 teaching standards in the United States
The Development of the Perceived School Experiences Scale
Objectives: This article describes two studies related to the development of the Perceived School Experiences Scale (PSES). The PSES may be used by social workers to assess youths’ perceptions of three school-related protective factors, including school connectedness, academic press, and academic motivation. Method: In Study 1, exploratory and confirmatory analyses were conducted on a calibration ( n = 386) and cross-validation sample ( n = 387) …
Social Work Advocacy: Professional Self-Interest and Social Justice
This study employed an analysis of the advocacy-related resources and materials available through the 50 NASW state chapter websites. Results revealed that a large number of states had no information about advocacy on their websites (42%). One third of the mission statements reviewed contained language indicating that advocacy was part of the chapter mission, while nearly as many included no content related to advocacy or social justice on their …
School mental health content in state in-service K-12 teaching standards in the United States
Examining women's physical mobility and microfinance participation in Bangladesh: Results from a nationally representative sample
School definitely failed me, the system failed me”: Identifying opportunities to impact educational outcomes for homeless and child welfare-involved youth
Calling Social Work to the Movement for Educational Justice
The persistent and systemic inequities within the U.S. public education system have grave implications for children’s and youth’s outcomes, yet these inequities go far beyond academics. Marginalized and vulnerable students experience injustices across the educational system, including disproportionality in school discipline, unequal access to advanced courses, and poor conditions for learning. Social work has a solid history of addressing issues …
Striving and Dreaming: A Grounded Theory of the Transition to Adulthood for Cross-Systems Youth
The transition to adulthood is an underresearched topic for cross-systems youth, defined as young people who have experienced homelessness, child welfare system involvement, and educational challenges. This qualitative study explored processes of resilience in the transition to adulthood for cross-systems youth aged 18 to 24 ( n = 20). Analysis of in-depth interviews using a grounded theory open coding process revealed two thematic concepts, stri…
The Family Engagement Practice Framework: A Comprehensive Framework Developed From the Voices of School‐Based Practitioners
Objective This study developed a practice framework to identify and explain family engagement practice for school‐based service delivery. Background School–family–community partnerships expand the possibilities for family engagement by providing comprehensive services to families and children. No research to date has explored practitioners' perspectives of family engagement practice, and few practice frameworks exist to guide family engagement ef…
Toward Many Emerging Adulthoods: A Theory-Based Examination of the Features of Emerging Adulthood for Cross-Systems Youth
Although it is widely acknowledged that emerging adulthood is experienced differently by various groups, few studies have directly examined the theoretical features of emerging adulthood in vulnerable subpopulations of low-income young people in the United States. This study addressed this gap by exploring the salience of the five features proposed in emerging adulthood theory—identity exploration, instability, feeling in-between, sense of self-f…
Integrating Trauma-Informed Care and Collective Impact: Perspectives of Service Providers Working with Cross-System Youth
Objective: Organizations have adopted trauma-informed care (TIC) to guide service provision for vulnerable populations. There is little research, however, on TIC in cross-system collaborations. The collective impact (CI) framework offers insight into cross-system collaboration, but there are few studies on CI, and none have examined it in relationship to TIC. This paper proposes the use of an aligned TIC and CI framework and presents findings fro…
Family engagement during the Covid‐19 pandemic: Opportunities and challenges for school social work
The COVID‐19 pandemic brought dramatic changes in schooling in the United States and across the world, including abrupt shifts to remote learning, immediate cessation of social contact, intensive family engagement in education and diminished school capacity for social–emotional supports. While the initial national lockdown was temporary, the long‐lasting effects of the pandemic on society are still being revealed. This study contributes to a grow…
Did I Hear That Right?”: A CRT Analysis of Racial Microaggressions in K-12 Schools
Microaggressions are well-documented in education literature, yet they are typically explored on the interpersonal level and less often contextualized within a broader educational context. In this study, we used a critical qualitative approach, pairing a Critical Race Theory framework with a feminist critique, to explore K-12 faculty and staff perceptions of racial microaggressions in U.S. public schools. Twenty-five faculty and staff with anti-o…
If Another Person Says, 'You're So Articulate,' So Help Me: Microaggressions Experienced By Employees of Human Service Agencies
Few studies have examined the nature of microaggressions experienced by employees of human service agencies. This exploratory study identified the types of microaggressions that women and non-binary people of color experience within their agency settings. Narrative data were collected using a web survey. The survey consisted of two instruments, both developed by the researcher--a non-categorical demographic questionnaire and a survey that asked p…
Psychology (11 works) · Sociology (11 works) · Political science (9 works) · Public relations (6 works) · Social Psychology (5 works) · Social Work (5 works) · Developmental psychology (4 works) · Medicine (4 works) · Pedagogy (4 works) · Qualitative research (4 works)