Peer reviewed
Direct linkERIC Number: EJ1476722
Record Type: Journal
Publication Date: 2025-Sep
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0042-0859
EISSN: EISSN-1552-8340
Available Date: 0000-00-00
Assessing Disproportional Calls Home for Problems at School: A Critical Race Framing and Analysis of Race, Ethnicity, Gender, and Childhood Adversities
Urban Education, v60 n9 p2371-2400 2025
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 times more likely to receive a call home for problems at school, and that specific individual ACEs were associated with calls home for each student group.
Descriptors: Student Behavior, Behavior Problems, Early Experience, Parent School Relationship, Parent Participation, Critical Race Theory, Student Problems, Race, Ethnicity, Sex, African American Students, Incidence, Urban Education, Discipline, Racial Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1College of Social Work, The University of Tennessee, Knoxville, TN, USA; 2National Catholic School of Social Service, The Catholic University of America, Washington, DC, USA; 3School of Social Work, King's University College at Western University Canada, London, ON, Canada; 4School of Social Work, University of Louisville, Louisville, KY, USA
