A bibliometric analysis of the Role of Families on the Importance of Educational Strategies in Addressing Racism and Discrimination in Society
DOI:
https://doi.org/10.58812/wsshs.v2i01.622Keywords:
Bibliometric Analysis, Families, Educational Strategies, Racism, DiscriminationAbstract
This bibliometric analysis delves into the extensive literature exploring the intricate relationship between families, educational strategies, racism, and discrimination. Utilizing databases such as PubMed, Scopus, and Web of Science, the study systematically identifies 860 relevant papers published between 1976 and 2023. Through a structured search strategy and the application of bibliometric tools like VOSviewer, the analysis maps the intellectual structure, key themes, and research trends. The identified clusters, including themes like racial discrimination, socialization, and adolescent development, reveal the dynamic evolution of research in this field. High citation counts for influential literature, such as "American apartheid: segregation and the making of the underclass," and "Whose culture has capital? A critical race theory discussion of community cultural wealth," emphasize the lasting impact of seminal works. The study contributes to evidence-based policymaking, providing insights for addressing societal issues and guiding future research aimed at fostering a more inclusive and equitable society.
References
R. Deem, J. M. Case, and T. Nokkala, “Researching inequality in higher education: tracing changing conceptions and approaches over fifty years,” High. Educ., vol. 84, no. 6, pp. 1245–1265, 2022.
J. Young, J. Young, J. Williams, M. Neshyba, Q. Ogletree, and M. James, “Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational Research,” SAGE Open, vol. 13, no. 3, p. 21582440231192110, 2023.
I. B. Carrasco, E. R. Riquelme, X. G. Saldivia, and G. F. Vilugrón, “Education of the Affective Ideal in Contexts of Cultural Diversity: BIBLIOMETRIC and Thematic Analysis (2006-2021),” Int. J. Membr. Sci. Technol., vol. 10, no. 2, pp. 866–878, 2023.
K. Burrell-Craft, D. R. Eugene, and J. Nmah, “A Look at Race, Skin Tone, and High School Students’ Perceptions of Teacher–Student Relationship Quality,” Soc. Sci., vol. 11, no. 7, p. 274, 2022.
H. Okoye, E. Ojukwu, M. Coronel Villalobos, and E. Saewyc, “Racism as a social determinant of health: Link to school‐related psychosocial stressors in a population‐based sample of African adolescents in Canada,” J. Adv. Nurs., 2023.
R. Koopmans, “Decomposing discrimination: Why a holistic approach to racism hides more than it reveals,” WZB Discussion Paper, 2021.
R. B. Hill, “Understanding Black family functioning: A holistic perspective,” J. Comp. Fam. Stud., vol. 29, no. 1, pp. 15–25, 1998.
A. D. Daniels, “Combining family systems approaches to address BIPOC families’ racial trauma amidst the global pandemic,” Fam. J., vol. 30, no. 2, pp. 157–163, 2022.
N. Makkos, “Instruction in a holistic approach to discrimination,” BELÜGYI Szle. A BELÜGYMINISZTÉRIUM SZAKMAI TUDOMÁNYOS FOLYÓIRATA, vol. 68, no. 1 SPEC, pp. 79–93, 2020.
I. U. Iruka et al., “Effects of racism on child development: Advancing antiracist developmental science,” Annu. Rev. Dev. Psychol., vol. 4, pp. 109–132, 2022.
K. R. Osborne, M. O. Caughy, A. Oshri, E. P. Smith, and M. T. Owen, “Racism and preparation for bias within African American families.,” Cult. Divers. Ethn. Minor. Psychol., vol. 27, no. 2, p. 269, 2021.
J. N. Sullivan, J. L. Eberhardt, and S. O. Roberts, “Conversations about race in Black and White US families: Before and after George Floyd’s death,” Proc. Natl. Acad. Sci., vol. 118, no. 38, p. e2106366118, 2021.
S. P. Perry, A. L. Skinner, and J. L. Abaied, “Bias awareness predicts color conscious racial socialization methods among White parents,” J. Soc. Issues, vol. 75, no. 4, pp. 1035–1056, 2019.
S. Tang, V. C. McLoyd, and S. K. Hallman, “Racial socialization, racial identity, and academic attitudes among African American adolescents: Examining the moderating influence of parent–adolescent communication,” J. Youth Adolesc., vol. 45, pp. 1141–1155, 2016.
J. K. Zucker and M. M. Patterson, “Racial socialization practices among White American parents: Relations to racial attitudes, racial identity, and school diversity,” J. Fam. Issues, vol. 39, no. 16, pp. 3903–3930, 2018.
B. L. Jones, “Reducing racism in schools: The promise of anti-racist policies,” 2020.
L. Darling-Hammond, “Unequal opportunity: Race and education,” Brookings Rev., vol. 16, no. 2, p. 28, 1998.
R. Chatterji, “Fighting systemic racism in K-12 education: Helping allies move from the keyboard to the school board,” Cent. Am. Progress. https//www. Am. org/issues/education-k-12/news/2020/07/08/487386/fightingsystemic-racism-k-12-education-helping-allies-move-keyboard-school-board, 2020.
G. Heriot and A. Somin, “The department of education’s Obama-era initiative on racial disparities in school discipline: Wrong for students and teachers, wrong on the law,” Tex. Rev. L. Pol., vol. 22, p. 471, 2017.
L. Pérez Huber, L. Camargo Gonzalez, and D. G. Solórzano, “Theorizing a critical race content analysis for children’s literature about people of color,” Urban Educ., vol. 58, no. 10, pp. 2437–2461, 2023.
T.-C. Lin, T.-J. Lin, and C.-C. Tsai, “Research trends in science education from 2008 to 2012: A systematic content analysis of publications in selected journals,” Int. J. Sci. Educ., vol. 36, no. 8, pp. 1346–1372, 2014.
Q. Gao, Z. Liang, P. Wang, J. Hou, X. Chen, and M. Liu, “Potential index: Revealing the future impact of research topics based on current knowledge networks,” J. Informetr., vol. 15, no. 3, p. 101165, 2021.
J. C. Scott, E. E. Pinderhughes, and S. K. Johnson, “How does racial context matter?: family preparation‐for‐bias messages and racial coping reported by black youth,” Child Dev., vol. 91, no. 5, pp. 1471–1490, 2020.
K. E. Scott, K. Shutts, and P. G. Devine, “Parents’ role in addressing children’s racial bias: The case of speculation without evidence,” Perspect. Psychol. Sci., vol. 15, no. 5, pp. 1178–1186, 2020.
C. Marcus, “Strategies for improving the quality of verbal patient and family education: a review of the literature and creation of the EDUCATE model,” Heal. Psychol. Behav. Med. An Open Access J., vol. 2, no. 1, pp. 482–495, 2014.
C. Jacques and A. Villegas, “Strategies for equitable family engagement,” State Support Network, Partnering Sch. Improv., 2018.
F. L. Van Voorhis, M. F. Maier, J. L. Epstein, and C. M. Lloyd, “The impact of family involvement on the education of children ages 3 to 8: A focus on literacy and math achievement outcomes and social-emotional skills.,” MDRC, 2013.
Y. P. Povarenkov, N. A. Baranova, and N. W. Mitiukov, “The Role of Family Education Strategies in the Development of Self-Regulation within Behavior of Students in 9-11 Grades.,” Eur. J. Contemp. Educ., vol. 8, no. 4, pp. 855–863, 2019.
G. A. Gobena, “Family socio-economic status effect on students’ academic achievement at college of education and behavioral sciences, Haramaya University, Eastern Ethiopia,” J. Teach. Educ. Educ., vol. 7, no. 3, pp. 207–222, 2018.
Y. Yan and X. Gai, “High achievers from low family socioeconomic status families: Protective factors for academically resilient students,” Int. J. Environ. Res. Public Health, vol. 19, no. 23, p. 15882, 2022.
Q. Chen, Y. Kong, W. Gao, and L. Mo, “Effects of socioeconomic status, parent–child relationship, and learning motivation on reading ability,” Front. Psychol., vol. 9, p. 1297, 2018.
J. B. Priest, S. McNeil Smith, S. B. Woods, and P. N. E. Roberson, “Discrimination, family emotional climate, and African American health: An application of the BBFM.,” J. Fam. Psychol., vol. 34, no. 5, p. 598, 2020.
L. D. Pearce, G. M. Hayward, L. Chassin, and P. J. Curran, “The increasing diversity and complexity of family structures for adolescents,” J. Res. Adolesc., vol. 28, no. 3, pp. 591–608, 2018.
P. Fomby, S. Mollborn, and C. A. Sennott, “Race/ethnic differences in effects of family instability on adolescents’ risk behavior,” J. Marriage Fam., vol. 72, no. 2, pp. 234–253, 2010.
C. D. Burge, M. J. Hodges, and R. Rinaldi, “Family matters? Exploring media coverage of presidential candidates’ families by gender and race,” Polit. Groups, Identities, 2019.
C. M. Lloyd, S. Shaw, M. Sanders, M. Abdul-Masih, and C. Schaefer, “Reimagining Black families’ cultural assets can inform policies and practices that enhance their well-being,” Child Trends, 2022.
M. R. Underhill, “‘Diversity is important to me’: White parents and exposure-to-diversity parenting practices,” Sociol. Race Ethn., vol. 5, no. 4, pp. 486–499, 2019.
B. Araujo Dawson, W. Kilgore, and R. M. Rawcliffe, “Strategies for creating inclusive learning environments through a social justice lens,” J. Educ. Res. Pract., vol. 12, p. 2, 2022.
J. R. PLANTILLA, “Combating Discrimination Through Education,” Hum. Rights Educ. Asian Sch., vol. 9, pp. 155–168, 2005.
M. Killen and A. Rutland, “Promoting fair and just school environments: Developing inclusive youth,” Policy insights from Behav. brain Sci., vol. 9, no. 1, pp. 81–89, 2022.
R. Winthrop, “Learning to live together: How education can help fight systemic racism,” 2020.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Dafid Ginting
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Facebook 
Instagram 
Twitter 
Youtube 
+62 821 1557 5700 
info@westscience-press.com 