The epistemology of extremism, bias, and violence in American schools: the shift from religious and racial profiling to social belonging and an identity-agnostic perspective

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The epistemology of extremism, bias, and violence in American schools: the shift from religious and racial profiling to social belonging and an identity-agnostic perspective
Citation	Sabic-El-Rayess A, Joshi V, Hruschka T. J. Prev. Interv. Community 2024; ePub(ePub): ePub.
Copyright	(Copyright © 2024, Informa - Taylor and Francis Group)
DOI	10.1080/10852352.2024.2324248
PMID	38470713
Abstract	This study presents findings on the indicators of educational displacement as an early risk factor for radicalization in school settings in the U.S. We collected and analyzed data from 301 students living in 43 U.S. states to inform the creation of Reimagine Resilience, an innovative violence prevention training program for educators and educational staff developed at Teachers College, Columbia University, and to measure early indications of educational displacement as a risk factor for radicalization. The study shows that poor teacher-student relations and multiple experiences of biased speech and behavior are significant early predictors of the students' educational displacement. Educational displacement, in this study, is measured as a lack of social belonging in schools. Language: en
Keywords	Educational displacement; extremism; religious and racial profiling; targeted violence; violence prevention