Pub Date : 2022-05-23DOI: 10.1177/07435584221091492
G. A. Woolverton, A. Marks
We propose an integrative model for the development of anti-racism in white adolescents that unpacks and combines critical consciousness, color consciousness, anti-racism, and Critical Race Theory frameworks. Black and Brown youth in the U.S. face increasing rates of peer-directed racism, which contribute to long-term negative physical, psychological, academic, and behavioral outcomes. Despite increased focus on how critical consciousness and anti-racism develop uniquely in adolescence, there are no existing theories that provide an integrated, comprehensive model of anti-racist development in white adolescents. Our model unpacks and reorganizes the core features of four prominent theories into cognitive, psychological, and behavioral components of anti-racism development in white adolescents based on existing research to support a next-generation of hypotheses for future research. In doing so, we aim to provide a contemporary theoretical foundation for research that will elucidate anti-racism development among white youth, and help to dismantle structural racism against Black and Brown people in the U.S.
{"title":"An Integrative Model for the Development of Anti-Racist Behavior in White Adolescents","authors":"G. A. Woolverton, A. Marks","doi":"10.1177/07435584221091492","DOIUrl":"https://doi.org/10.1177/07435584221091492","url":null,"abstract":"We propose an integrative model for the development of anti-racism in white adolescents that unpacks and combines critical consciousness, color consciousness, anti-racism, and Critical Race Theory frameworks. Black and Brown youth in the U.S. face increasing rates of peer-directed racism, which contribute to long-term negative physical, psychological, academic, and behavioral outcomes. Despite increased focus on how critical consciousness and anti-racism develop uniquely in adolescence, there are no existing theories that provide an integrated, comprehensive model of anti-racist development in white adolescents. Our model unpacks and reorganizes the core features of four prominent theories into cognitive, psychological, and behavioral components of anti-racism development in white adolescents based on existing research to support a next-generation of hypotheses for future research. In doing so, we aim to provide a contemporary theoretical foundation for research that will elucidate anti-racism development among white youth, and help to dismantle structural racism against Black and Brown people in the U.S.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47980366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-05DOI: 10.1177/07435584221091497
J. S. Fernández, R. Watts
A theoretical and empirical reflection on the possibilities of broadening sociopolitical development (SPD) to consider how emotional work contributes to the development of a sociopolitical emotional awareness among young organizers resisting racial injustices is discussed. Sociopolitical emotional awareness brings together the intellectual and the emotional through sociopolitical engagement practices of discerning emotions through critical reflection, de/re-centering emotions and anchoring affirming emotions. We observed these practices among young organizers in youth community organizing (YCO) settings where SPD was a priority yet emotional work surfaced as an important component. We offer a conceptual framework for emotional work that extends SPD and is informed by analyses of our interview and fieldnote data of three YCO sites that supported youth in their organizing. Through this work we aim to expand current SPD theorizing, while challenging existing youth development frameworks that overlook the role of emotions in relation to collection action aimed at actualizing transformative racial justice. We conclude with implications and future directions on the significance of emotional work within YCO settings in particular. Moreover, we see emotions as essential to a young organizer’s SPD, inclusive of their efforts toward actualizing equitable, healthy and thriving anti-racist school and community environments.
{"title":"Sociopolitical Development as Emotional Work: How Young Organizers Engage Emotions to Support Community Organizing for Transformative Racial Justice","authors":"J. S. Fernández, R. Watts","doi":"10.1177/07435584221091497","DOIUrl":"https://doi.org/10.1177/07435584221091497","url":null,"abstract":"A theoretical and empirical reflection on the possibilities of broadening sociopolitical development (SPD) to consider how emotional work contributes to the development of a sociopolitical emotional awareness among young organizers resisting racial injustices is discussed. Sociopolitical emotional awareness brings together the intellectual and the emotional through sociopolitical engagement practices of discerning emotions through critical reflection, de/re-centering emotions and anchoring affirming emotions. We observed these practices among young organizers in youth community organizing (YCO) settings where SPD was a priority yet emotional work surfaced as an important component. We offer a conceptual framework for emotional work that extends SPD and is informed by analyses of our interview and fieldnote data of three YCO sites that supported youth in their organizing. Through this work we aim to expand current SPD theorizing, while challenging existing youth development frameworks that overlook the role of emotions in relation to collection action aimed at actualizing transformative racial justice. We conclude with implications and future directions on the significance of emotional work within YCO settings in particular. Moreover, we see emotions as essential to a young organizer’s SPD, inclusive of their efforts toward actualizing equitable, healthy and thriving anti-racist school and community environments.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"38 1","pages":"697 - 725"},"PeriodicalIF":2.0,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48437063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-05DOI: 10.1177/07435584221091488
A. Rush, Jennifer Brown Urban, W. J. Davis, M. Linver
Youth purpose was investigated using a two-phase embedded design with youth participating in Scouts BSA ( N = 3,943), ages 9–20 ( M = 14.0, SD = 1.9). Participating Scouts were mostly White (91%) and male (98%). In Phase 1, we conducted a two-step cluster analysis on Scouts’ survey responses to three purpose dimensions (personal meaning, goal-directedness, beyond-the-self orientation). Four clusters emerged: Purposeful, Explorers, Dreamers, Nonpurposeful. In Phase 2, we explored qualities of purpose within each cluster and programmatic features and relationships within the scouting context fostering youth purpose with a Scout subsample ( N = 30) who completed semi-structured interviews. Results demonstrated that adults supporting scouting, inspiration from older peers, and opportunities to help others and explore new activities supported youth purpose.
{"title":"Exploring Pathways to Purpose in Scouts","authors":"A. Rush, Jennifer Brown Urban, W. J. Davis, M. Linver","doi":"10.1177/07435584221091488","DOIUrl":"https://doi.org/10.1177/07435584221091488","url":null,"abstract":"Youth purpose was investigated using a two-phase embedded design with youth participating in Scouts BSA ( N = 3,943), ages 9–20 ( M = 14.0, SD = 1.9). Participating Scouts were mostly White (91%) and male (98%). In Phase 1, we conducted a two-step cluster analysis on Scouts’ survey responses to three purpose dimensions (personal meaning, goal-directedness, beyond-the-self orientation). Four clusters emerged: Purposeful, Explorers, Dreamers, Nonpurposeful. In Phase 2, we explored qualities of purpose within each cluster and programmatic features and relationships within the scouting context fostering youth purpose with a Scout subsample ( N = 30) who completed semi-structured interviews. Results demonstrated that adults supporting scouting, inspiration from older peers, and opportunities to help others and explore new activities supported youth purpose.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45704939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1177/07435584221093724
Jonathan Sepulveda, Michelle P. Zhou, Amanda Amorosi, Julia Rauen, Meghan Boyer, B. Liang, Terese Lund*, A. Mousseau
This qualitative descriptive study examined the process of purpose development of nine (seven females, two males; Mage = 20.2, age range 18–21 years) college students who completed interviews in fall 2017 and spring 2019 at a private university. Across the two time points, participants engaged in an iterative process that led them to refine (i.e., narrow or specify) or redefine (i.e., change or adapt) their purpose or ultimate aims. Participants used the time between interviews to restructure their purpose in a way that integrated their experiences until they believed their purpose was best aligned with their skills, values, and interests. More specifically, consensual qualitative research analysis revealed seven themes that suggested ways in which participants acted to refine and/or redefine their purposes: (1) clarifying definition of purpose; (2) engaging known strengths or skills; (3) exploring new activities or experiences; (4) identifying a beyond-the-self intention that aligned with their purpose; (5) discerning the fit between their passions and interests with their circumstance or plans; (6) determining whether their strengths and skills aligned well with their purpose; and (7) integrating their passions into their beyond-the-self intention. A supplemental theme was added that outlines researchers’ observations about the features of participants’ purpose.
{"title":"The R and R of Purpose in College Students: Refining and Redefining Purpose Over Time","authors":"Jonathan Sepulveda, Michelle P. Zhou, Amanda Amorosi, Julia Rauen, Meghan Boyer, B. Liang, Terese Lund*, A. Mousseau","doi":"10.1177/07435584221093724","DOIUrl":"https://doi.org/10.1177/07435584221093724","url":null,"abstract":"This qualitative descriptive study examined the process of purpose development of nine (seven females, two males; Mage = 20.2, age range 18–21 years) college students who completed interviews in fall 2017 and spring 2019 at a private university. Across the two time points, participants engaged in an iterative process that led them to refine (i.e., narrow or specify) or redefine (i.e., change or adapt) their purpose or ultimate aims. Participants used the time between interviews to restructure their purpose in a way that integrated their experiences until they believed their purpose was best aligned with their skills, values, and interests. More specifically, consensual qualitative research analysis revealed seven themes that suggested ways in which participants acted to refine and/or redefine their purposes: (1) clarifying definition of purpose; (2) engaging known strengths or skills; (3) exploring new activities or experiences; (4) identifying a beyond-the-self intention that aligned with their purpose; (5) discerning the fit between their passions and interests with their circumstance or plans; (6) determining whether their strengths and skills aligned well with their purpose; and (7) integrating their passions into their beyond-the-self intention. A supplemental theme was added that outlines researchers’ observations about the features of participants’ purpose.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47696089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1177/07435584221091780
Vinita Ajgaonkar, Rama Shyam, Nikhat Shaikh, S. Rajan, Neeta Karandikar, A. Jayaraman
This qualitative study explores how comprehensive sexuality education located within a broader positive youth development approach informed transformations among young people from informal urban communities in India. A thematic analysis of data obtained from the young people, their parents, and frontline workers revealed that securing the cooperation of families was possible for the program because sexual and reproductive health education was not a stand-alone intervention, but a part of a larger approach seeking to build capacities of young people. The strategic introduction of sexual and reproductive health communication helped the participants to overcome inhibitions about the topic. Enhanced awareness of gender, pubertal changes, gender-based violence, and child sexual abuse was evidenced post participation. Improved agency was manifest through decision making, critical thinking, confidence, mobility, and articulation, especially among girls. Program interventions to enhance sexual and reproductive health awareness of parents and communities and to improve health services and facilities were bolstered through youth engagement. Such contribution by the young reinforced their knowledge and skills, strengthened agency, and cemented family and community support. A holistic program situated within the positive youth development approach thus seemed a pragmatic vehicle to promote comprehensive sexuality education for young people in vulnerable urban communities.
{"title":"Enabling Young People from Informal Urban Communities to Exercise Their Right to Sexual and Reproductive Health: A Practice-Based Study","authors":"Vinita Ajgaonkar, Rama Shyam, Nikhat Shaikh, S. Rajan, Neeta Karandikar, A. Jayaraman","doi":"10.1177/07435584221091780","DOIUrl":"https://doi.org/10.1177/07435584221091780","url":null,"abstract":"This qualitative study explores how comprehensive sexuality education located within a broader positive youth development approach informed transformations among young people from informal urban communities in India. A thematic analysis of data obtained from the young people, their parents, and frontline workers revealed that securing the cooperation of families was possible for the program because sexual and reproductive health education was not a stand-alone intervention, but a part of a larger approach seeking to build capacities of young people. The strategic introduction of sexual and reproductive health communication helped the participants to overcome inhibitions about the topic. Enhanced awareness of gender, pubertal changes, gender-based violence, and child sexual abuse was evidenced post participation. Improved agency was manifest through decision making, critical thinking, confidence, mobility, and articulation, especially among girls. Program interventions to enhance sexual and reproductive health awareness of parents and communities and to improve health services and facilities were bolstered through youth engagement. Such contribution by the young reinforced their knowledge and skills, strengthened agency, and cemented family and community support. A holistic program situated within the positive youth development approach thus seemed a pragmatic vehicle to promote comprehensive sexuality education for young people in vulnerable urban communities.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65164101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-29DOI: 10.1177/07435584221091498
Rebecca J. M. Gotlieb, Xiao-Fei Yang, Mary Helen Immordino‐Yang
Adolescence is a sensitive period of social-emotional growth, when new abilities for abstract thinking also emerge. Especially among youth from under-resourced communities, how do adolescents’ proclivities to engage in abstract meaning-making about the social world manifest, alongside more concrete interpretations? How is meaning-making associated with other aspects of social and cognitive functioning? We interviewed 65 adolescents (aged 14–18) from low-SES urban neighborhoods about compelling mini-documentaries depicting teenagers. We also measured real-world social-emotional functioning and a range of cognitive capacities. Qualitative analyses, followed by exploratory factor analysis, revealed that, when reacting to the stories, every participant invoked: (1) concrete meaning-making, involving context-dependent reactive, or contagious feelings and advice giving; and (2) abstract meaning-making, involving perspectives, values, reflections, and curiosities that transcend the story context. Quantified concrete and abstract meaning-making scores were normally distributed, uncorrelated and unrelated to SES. Even controlling for IQ and demographic variables, concrete meaning-making predicted youths’ reporting more satisfying relationships and desired daily affective experiences, while abstract meaning-making was associated with greater working memory, executive functioning, long-term memory, social reasoning, and creativity. Findings tie theoretical dimensions of adolescent development to modern youth’s concrete and abstract construals and demonstrate that these construals may be associated with different developmental affordances.
{"title":"Concrete and Abstract Dimensions of Diverse Adolescents’ Social-Emotional Meaning-Making, and Associations With Broader Functioning","authors":"Rebecca J. M. Gotlieb, Xiao-Fei Yang, Mary Helen Immordino‐Yang","doi":"10.1177/07435584221091498","DOIUrl":"https://doi.org/10.1177/07435584221091498","url":null,"abstract":"Adolescence is a sensitive period of social-emotional growth, when new abilities for abstract thinking also emerge. Especially among youth from under-resourced communities, how do adolescents’ proclivities to engage in abstract meaning-making about the social world manifest, alongside more concrete interpretations? How is meaning-making associated with other aspects of social and cognitive functioning? We interviewed 65 adolescents (aged 14–18) from low-SES urban neighborhoods about compelling mini-documentaries depicting teenagers. We also measured real-world social-emotional functioning and a range of cognitive capacities. Qualitative analyses, followed by exploratory factor analysis, revealed that, when reacting to the stories, every participant invoked: (1) concrete meaning-making, involving context-dependent reactive, or contagious feelings and advice giving; and (2) abstract meaning-making, involving perspectives, values, reflections, and curiosities that transcend the story context. Quantified concrete and abstract meaning-making scores were normally distributed, uncorrelated and unrelated to SES. Even controlling for IQ and demographic variables, concrete meaning-making predicted youths’ reporting more satisfying relationships and desired daily affective experiences, while abstract meaning-making was associated with greater working memory, executive functioning, long-term memory, social reasoning, and creativity. Findings tie theoretical dimensions of adolescent development to modern youth’s concrete and abstract construals and demonstrate that these construals may be associated with different developmental affordances.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41475516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-22DOI: 10.1177/07435584221078193
Aeri Song, J. Hur
The purpose of this study was to investigate the leadership development of Korean American youth who participated in a community-based participatory action research program designed to assist community members affected by COVID-19. Participants were drawn from a small town in the southeastern part of the U.S. Using a case study approach, multiple qualitative data (e.g., focus group conversations) and quantitative survey data were collected to explore the learning experiences of 15 Korean American adolescents. Qualitative data was analyzed following the six steps of thematic analysis, and descriptive statistics were performed to analyze quantitative data. Findings suggest that the program provided authentic learning opportunities in which participants researched the needs of community members and implemented action plans to help them. The program also helped participants improve communication skills and broaden their leadership perspectives. However, participants’ perceived leadership development differed depending on their self-identified ethnic identity, and those students who lacked Korean language abilities demonstrated difficulties in collaborating with fluent Korean-speaking peers in bilingual learning environments. This study addresses gaps in the youth development literature by describing how a community-based approach and culturally relevant practice can help Asian American youth develop leadership and inspire them to be change agents in their communities.
{"title":"Development of Youth leadership Through Community-Based Participatory Action Research During the Covid-19 Pandemic: A Case Study of Korean American Adolescents","authors":"Aeri Song, J. Hur","doi":"10.1177/07435584221078193","DOIUrl":"https://doi.org/10.1177/07435584221078193","url":null,"abstract":"The purpose of this study was to investigate the leadership development of Korean American youth who participated in a community-based participatory action research program designed to assist community members affected by COVID-19. Participants were drawn from a small town in the southeastern part of the U.S. Using a case study approach, multiple qualitative data (e.g., focus group conversations) and quantitative survey data were collected to explore the learning experiences of 15 Korean American adolescents. Qualitative data was analyzed following the six steps of thematic analysis, and descriptive statistics were performed to analyze quantitative data. Findings suggest that the program provided authentic learning opportunities in which participants researched the needs of community members and implemented action plans to help them. The program also helped participants improve communication skills and broaden their leadership perspectives. However, participants’ perceived leadership development differed depending on their self-identified ethnic identity, and those students who lacked Korean language abilities demonstrated difficulties in collaborating with fluent Korean-speaking peers in bilingual learning environments. This study addresses gaps in the youth development literature by describing how a community-based approach and culturally relevant practice can help Asian American youth develop leadership and inspire them to be change agents in their communities.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41818106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-22DOI: 10.1177/07435584221079725
Susie D. Lamborn, Julie Paasch-Anderson
This study investigated Hmong American adolescents’ perceptions of their mother as helping them understand race as Asian American youths in an urban context. Twenty-four Hmong American adolescents ages 14 to 18 ( M = 15.8; 67% female; 54% U.S. born, 46% born in Southeast Asia) participated in semi-structured interviews, following approval of the Institutional Review Board. Directed content analysis revealed three themes of racial, ethnic, and neutral socialization practices. Frequently, responses reflected the categories of racism awareness, racial group identification, and diversity awareness, as well as no discussion of race (racial socialization theme). Although the study asked specifically about racial socialization, some responses indicated that mothers engaged in cultural practices that included cultural markers and ethnic group identification (ethnic socialization theme). A few responses also represented neutral socialization that emphasized good behavior. Emergent categories included intra-racial discrimination and bicultural socialization. More frequently than girls, boys reported having discrimination experiences without discussing race with mothers. Girls reported more intra-racial discrimination messages, as well as bicultural and neutral messages than boys. These findings can help Hmong American adolescents and their families continue to build successful strategies for dealing with racism and discrimination, and support understanding how Asian Americans address racialized experiences in the U.S.
{"title":"From One Generation to the Next: Hmong American Adolescents’ Views of Maternal Racial Socialization","authors":"Susie D. Lamborn, Julie Paasch-Anderson","doi":"10.1177/07435584221079725","DOIUrl":"https://doi.org/10.1177/07435584221079725","url":null,"abstract":"This study investigated Hmong American adolescents’ perceptions of their mother as helping them understand race as Asian American youths in an urban context. Twenty-four Hmong American adolescents ages 14 to 18 ( M = 15.8; 67% female; 54% U.S. born, 46% born in Southeast Asia) participated in semi-structured interviews, following approval of the Institutional Review Board. Directed content analysis revealed three themes of racial, ethnic, and neutral socialization practices. Frequently, responses reflected the categories of racism awareness, racial group identification, and diversity awareness, as well as no discussion of race (racial socialization theme). Although the study asked specifically about racial socialization, some responses indicated that mothers engaged in cultural practices that included cultural markers and ethnic group identification (ethnic socialization theme). A few responses also represented neutral socialization that emphasized good behavior. Emergent categories included intra-racial discrimination and bicultural socialization. More frequently than girls, boys reported having discrimination experiences without discussing race with mothers. Girls reported more intra-racial discrimination messages, as well as bicultural and neutral messages than boys. These findings can help Hmong American adolescents and their families continue to build successful strategies for dealing with racism and discrimination, and support understanding how Asian Americans address racialized experiences in the U.S.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45932444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-14DOI: 10.1177/07435584221076067
R. Anderson, Lydia HaRim Ahn, Jasmin R. Brooks, Bianka M. Charity-Parker, Misha N Inniss-Thompson, Divya Gumudavelly, Secret Mitchell, Nkemka Anyiwo
Black youth overwhelmingly experience racial discrimination (RD). Racial socialization (RS), or racial communication between families, mitigates RD stress by expanding youth coping strategies. Although most Black parents currently discuss racial content with their children, less is known about this RS quality. The burgeoning construct of RS competency, or the skills, confidence, and stress of RS transmission, explores these emotion-focused approaches. Drawing on the racial encounter coping appraisal and socialization theory (RECAST), the current study seeks to depict RS competency through qualitative methods. Through deductive analysis, we examined in-depth interviews from nine parents of 10- to 14-year-olds enrolled in a RS intervention with familial conversations on RD in an urban mid-Atlantic city. Overall, findings support what has been found in quantitative studies of RS competency, particularly that subfactors are related yet unique, parent’s prior experiences impact current practices, and parental concerns for children drive practices and competency. This study also unearthed findings of processes occurring in light of a contentious context for Black adolescents. To our knowledge, this is the first study to qualitatively investigate these emotional and cognitive processes inherent in RS competency, which has future implications for family interventions to disrupt the psychological impact racism exacts on Black adolescents and families.
{"title":"“The Talk” Tells the Story: A Qualitative Investigation of Parents’ Racial Socialization Competency With Black Adolescents","authors":"R. Anderson, Lydia HaRim Ahn, Jasmin R. Brooks, Bianka M. Charity-Parker, Misha N Inniss-Thompson, Divya Gumudavelly, Secret Mitchell, Nkemka Anyiwo","doi":"10.1177/07435584221076067","DOIUrl":"https://doi.org/10.1177/07435584221076067","url":null,"abstract":"Black youth overwhelmingly experience racial discrimination (RD). Racial socialization (RS), or racial communication between families, mitigates RD stress by expanding youth coping strategies. Although most Black parents currently discuss racial content with their children, less is known about this RS quality. The burgeoning construct of RS competency, or the skills, confidence, and stress of RS transmission, explores these emotion-focused approaches. Drawing on the racial encounter coping appraisal and socialization theory (RECAST), the current study seeks to depict RS competency through qualitative methods. Through deductive analysis, we examined in-depth interviews from nine parents of 10- to 14-year-olds enrolled in a RS intervention with familial conversations on RD in an urban mid-Atlantic city. Overall, findings support what has been found in quantitative studies of RS competency, particularly that subfactors are related yet unique, parent’s prior experiences impact current practices, and parental concerns for children drive practices and competency. This study also unearthed findings of processes occurring in light of a contentious context for Black adolescents. To our knowledge, this is the first study to qualitatively investigate these emotional and cognitive processes inherent in RS competency, which has future implications for family interventions to disrupt the psychological impact racism exacts on Black adolescents and families.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"38 1","pages":"562 - 588"},"PeriodicalIF":2.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49385527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-14DOI: 10.1177/07435584221076054
Charlotte A. Agger, R. Roby, Korinthia D. Nicolai, Alison C. Koenka, M. Miles
In the field of adolescent development, the language, theoretical frameworks, methods for collecting and analyzing data, and ways of interpretation that researchers use may advance notions of white supremacy and perpetuate racist ideas. Understanding how researchers study Black girls and women, in particular, is a critical step in working toward the production of science and knowledge that promotes an anti-racist and anti-sexist agenda and centers the voices of historically marginalized adolescents. Accordingly, we engaged in a systematic review (k = 48) with the goal of taking a critical look at how researchers study Black girls and women. Our synthesis of empirical articles from four prominent adolescent research journals published between 2010 and 2020 revealed themes related to (a) a dearth of critical theoretical frameworks, (b) a lack of acknowledgment of the intersectional experiences of Black girls and women, (c) differences in how researchers incorporate ethnic/racial information, (d) the use of a deficit perspective, and (e) the dominance of quantitative designs. We discuss these themes and conclude with recommendations for incorporating critical frameworks and more varied methodologies, issuing a call for adolescent development scholars to take a deeper, asset-based, and more critical approach to studying Black girls and their development.
{"title":"Taking a Critical Look at Adolescent Research on Black Girls and Women: A Systematic Review","authors":"Charlotte A. Agger, R. Roby, Korinthia D. Nicolai, Alison C. Koenka, M. Miles","doi":"10.1177/07435584221076054","DOIUrl":"https://doi.org/10.1177/07435584221076054","url":null,"abstract":"In the field of adolescent development, the language, theoretical frameworks, methods for collecting and analyzing data, and ways of interpretation that researchers use may advance notions of white supremacy and perpetuate racist ideas. Understanding how researchers study Black girls and women, in particular, is a critical step in working toward the production of science and knowledge that promotes an anti-racist and anti-sexist agenda and centers the voices of historically marginalized adolescents. Accordingly, we engaged in a systematic review (k = 48) with the goal of taking a critical look at how researchers study Black girls and women. Our synthesis of empirical articles from four prominent adolescent research journals published between 2010 and 2020 revealed themes related to (a) a dearth of critical theoretical frameworks, (b) a lack of acknowledgment of the intersectional experiences of Black girls and women, (c) differences in how researchers incorporate ethnic/racial information, (d) the use of a deficit perspective, and (e) the dominance of quantitative designs. We discuss these themes and conclude with recommendations for incorporating critical frameworks and more varied methodologies, issuing a call for adolescent development scholars to take a deeper, asset-based, and more critical approach to studying Black girls and their development.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45668240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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