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Author ORCID Identifier

https://orcid.org/0000-0001-2345-6789

Date Available

5-17-2024

Year of Publication

2022

Document Type

Capstone

Degree Name

Doctor of Social Work (DSW)

Faculty

Dr. Laura Escobar-Ratliff

Abstract

Black boys experience a myriad of trauma as they navigate through society under the gaze of white patriarchy and archetypes. Whether engaging in trauma or witnessing it, it impacts Black boys tremendously, particularly in the educational setting. What typically looks like misbehavior in the classroom can be symptoms of unaddressed and untreated trauma that have been triggered and exacerbated in the school setting. As a result, this phenomenon contributes to the disproportionality of Black boys in special education and adds to the expansion of the school-to-prison pipeline.

This capstone provides a thorough examination of the literature in the form of a Systematic Literature Review (SLR) that explores research on the intersection of Black boys, special education, and trauma. A series of methods were used to identify research that explained this phenomenon and offer relevant solutions that could be implemented to further future research agendas associated with the topic. Based on the research gaps provided, a foundation for a framework is offered in a conceptual paper. The conceptual paper frames the phenomenon of Black boys being placed into special education due to unaddressed and misdiagnosed trauma. After framing the problem, a framework entitled Critical Identity Connection was proposed as a culturally competent trauma-informed care intervention to decrease the trauma symptoms that Black boys experience in educational settings.

After outlining how Critical Identity Connection would assist in decreasing symptoms of trauma, a practice application paper displayed how the new framework would look if implemented in the school by a school mental health clinician. Detailed in a case study, the practice application goes through the intricacies of a student who has experienced trauma and is referred to the special education process after receiving interventions through the school's Response to Intervention (RTI) program. Critical Identity Connection, when implemented, can decrease the likelihood of the student going into special education and improves their overall functioning to receive instruction with their same-aged peers in the general education setting.

Lastly, the SLR, conceptual paper, and practice application paper are further recapped to discuss the importance of all these factors in changing the trajectory of Black boys' educational outcomes and decreasing the disproportionality experienced in special education programs. Policy recommendations, implications, and limitations are a holistic view of all the interconnected pieces addressed on the macro, mezzo, and micro-level for a paradigm shift. The policy's pros and cons are discussed to show a need to assist in formulating long-lasting and applicable solutions.

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