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The purpose of this chapter is to explore the secondary psycho-sociological trauma-related social injustice and inequality on student resiliency to influence normative resiliency protocols in the educational system. Students experience secondary psycho-sociological trauma via mass media from prolonged exposure to viewing mistreatment of people who look and act like them (Bor et al. The Lancet, 392, 302–310, 2018), detracting from their ability to focus on academic achievement. Student resiliency takes center stage in today’s social injustice and inequality climate, compounded by a global pandemic, wars, and rumors of wars (Matthew 24:6, King James). Proper self-identity development toward social identity, social competence, and social-political consciousness threatened by mass media negative narratives, fake news, and political-agenda-driven propaganda is at stake. Educational institutions must prioritize the impact of social-political ills on students’ self-identity development when developing normative resiliency protocols. Targeted subculture student groups must recognize the need to self-advocate, convey their experiences, and create empathetic pathways to reduce unconscious bias. This chapter presents the author’s conceptual framework linking Deci and Ryan’s (The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Ed.), Improving academic achievement: Contributions of social psychology (pp. 59–85). Academic) Self-determination Theory and Ladson-Billings’ (1996a) Culturally Relevant Pedagogy to address student resiliency. The Student Resiliency Conceptual Framework Amidst Social Injustice and Inequality (Toma, Student resiliency concept framework. Baylor University, 2020) is a tool to foster a comprehensive approach to participatory social justice research that targets student inequity in the educational system. These findings have implications for how educators approach the present-day global societal ills absent systematic literature research on the current societal ills. This chapter concludes with a discussion of how educators can foster student resiliency.

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A Conceptual Framework for Student Resiliency Amidst Social Injustice and Inequality

  • 动态工具书词条

  • 发表日期：

    2025年

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  • Michelle J. Toma

摘要

The purpose of this chapter is to explore the secondary psycho-sociological trauma-related social injustice and inequality on student resiliency to influence normative resiliency protocols in the educational system. Students experience secondary psycho-sociological trauma via mass media from prolonged exposure to viewing mistreatment of people who look and act like them (Bor et al. The Lancet, 392, 302–310, 2018), detracting from their ability to focus on academic achievement. Student resiliency takes center stage in today’s social injustice and inequality climate, compounded by a global pandemic, wars, and rumors of wars (Matthew 24:6, King James). Proper self-identity development toward social identity, social competence, and social-political consciousness threatened by mass media negative narratives, fake news, and political-agenda-driven propaganda is at stake. Educational institutions must prioritize the impact of social-political ills on students’ self-identity development when developing normative resiliency protocols. Targeted subculture student groups must recognize the need to self-advocate, convey their experiences, and create empathetic pathways to reduce unconscious bias. This chapter presents the author’s conceptual framework linking Deci and Ryan’s (The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Ed.), Improving academic achievement: Contributions of social psychology (pp. 59–85). Academic) Self-determination Theory and Ladson-Billings’ (1996a) Culturally Relevant Pedagogy to address student resiliency. The Student Resiliency Conceptual Framework Amidst Social Injustice and Inequality (Toma, Student resiliency concept framework. Baylor University, 2020) is a tool to foster a comprehensive approach to participatory social justice research that targets student inequity in the educational system. These findings have implications for how educators approach the present-day global societal ills absent systematic literature research on the current societal ills. This chapter concludes with a discussion of how educators can foster student resiliency.