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Unveiling Curriculum Shadows of Systemic Adversity among Black Youth: Pathways to Eliminate Anti-Black Macroaggressions in Schools

Author

Listed:
  • Jasmine D. Haynes

    (Department of Sociology, Anthropology, & Social Work, University of North Florida, Jacksonville, FL 32224, USA)

  • Khalilah Louis Caines

    (College of Health Professions, Saint Leo University, Saint Leo, FL 33574, USA)

Abstract
This conceptual review paper critiques the conventional conceptualization of adverse childhood experiences (ACEs) and its failure to recognize anti-Black aggressions as an ACE. The purpose of this conceptual review is to expand our understanding of ACEs and posit that curriculum violence, a form of anti-Black aggressions, manifests as an ACE for Black youth in schools. Using the anti-Black aggressions model, we illustrate how curriculum violence, perpetuated by educational policies, serves as a form of anti-Black aggression. We specifically examine recent anti-Diversity, Equity, and Inclusion (DEI) education legislation as an anti-Black macroaggression and a systemic ACE. Additionally, we assert that anti-DEI education legislation can present as a risk factor for racial trauma among Black youth if not explicitly acknowledged by all stakeholders. Finally, we propose pathways to eliminate this anti-Black macroaggression in schools, emphasizing the need for systemic changes to address this form of adversity and racial trauma.

Suggested Citation

  • Jasmine D. Haynes & Khalilah Louis Caines, 2024. "Unveiling Curriculum Shadows of Systemic Adversity among Black Youth: Pathways to Eliminate Anti-Black Macroaggressions in Schools," Social Sciences, MDPI, vol. 13(9), pages 1-12, August.
    • Handle: RePEc:gam:jscscx:v:13:y:2024:i:9:p:444-:d:1464328
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