Michael Massey
Dados Biográficos
| ID | 294152 |
|---|---|
| NOME | Michael Massey |
| PRENOMES | Michael |
| SOBRENOME | Massey |
| ASSINATURA | MASSEY M |
| AFILIAÇÕES | Catholic University of America |
| ORCID | 0009-0007-6455-110X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1990 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
Assessing Disproportional Calls Home for Problems at School
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…
Exposure to Adversity and Trauma Among Students Who Experience School Discipline
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…
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 …
Social Work Educators as White Allies
White educators represent the majority of social work faculty. Current research suggests that many White social work educators are not prepared to address racism in classroom discussions and model antiracist behavior. An integrative literature review was conducted by the co-authors-a White man and Black woman, both social work educators-to examine how recent literature characterizes the 'White ally' educator and explore concepts designed to prepa…
Women in Ancient Greece and Rome
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 …
Women in Ancient Greece and Rome
Social Work Educators as White Allies
White educators represent the majority of social work faculty. Current research suggests that many White social work educators are not prepared to address racism in classroom discussions and model antiracist behavior. An integrative literature review was conducted by the co-authors-a White man and Black woman, both social work educators-to examine how recent literature characterizes the 'White ally' educator and explore concepts designed to prepa…
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 …
Exposure to Adversity and Trauma Among Students Who Experience School Discipline
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…
Assessing Disproportional Calls Home for Problems at School
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…
Gender Studies (4 obras) · Psychology (4 obras) · Sociology (4 obras) · Education Discipline and Inequality (3 obras) · Pedagogy (3 obras) · Critical race theory (2 obras) · Early Childhood Education and Development (2 obras) · Political science (2 obras) · Racism (2 obras) · Social Psychology (2 obras)