Emotional Impact of State Takeovers
What Do We Accept as Collateral Damage of Emergency Management School Governance
Bibliographic Data
| ID | 9729219 |
|---|---|
| Authors | Madelyn G Yoo (0009-0004-3120-4732, Washington University in St. Louis, MO, USA), Madelyn Yoo (Washington University in St. Louis, corresponding author), Olivia Marcucci (0000-0003-3954-725X, Johns Hopkins University, Baltimore, MD, USA), Kelly M Harris (0000-0002-5282-4226, Washington University in St. Louis, MO, USA) |
| Year | 2026 |
| Publication date | 2026-01-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00131245261416496 |
| OpenAlex | W7126389026 |
| Language | EN |
| References cited | 36 |
We investigate policy actors’ experiences of the implementation of state takeover policy in three primarily Black school districts in St. Louis, MO using a systems theory approach. Authors conducted qualitative interviews with policy actors from three St. Louis districts and other select districts across the nation who experienced a state appointed governance intervention. Qualitative thematic analysis was used to identify major themes. Three major themes emerged across 18 respondents: state-community divide, community suffering, and oppressive mechanisms. Results suggest an environment that may contribute to or create experiences of trauma. The implementation of state takeover policy intersects with heightened emotionality among many community members in primarily Black school districts. Health and trauma are rarely considered as educational policy feedback in the literature, particularly in discussions around state takeover. Future research must consider psychological implications of policy in historically marginalized districts and wider communities
Collateral · Corporate governance · Emergency management · Policy analysis · Public policy · Qualitative research · Semi-structured interview · State (computer science · Thematic analysis · Disaster Management and Resilience · Early Childhood Education and Development · Education Discipline and Inequality
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| Citation velocity | historical |
|---|---|
| Highly cited | No |