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Book part
Publication date: 3 October 2015

Flora Farago, Kay Sanders and Larissa Gaias

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the…

Abstract

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.

Book part
Publication date: 2 June 2022

Antoinette Halsell Miranda, Halima Alhassan and Maureen J. Ito

Identity construction is a dynamic process that encompasses a variety of factors such as commonalities, loyalties, power struggles, and survival instincts (Lei, 2003). The complex…

Abstract

Identity construction is a dynamic process that encompasses a variety of factors such as commonalities, loyalties, power struggles, and survival instincts (Lei, 2003). The complex dimensions of Black identity are influenced, in part, by community, comfort, and acceptance which at times imposes fixed categorizations, characteristics, and singular depictions. Recent research suggests that more attention be paid to the needs of Black adolescent girls and how their race and gender impact what happens in schools (Koonce, 2012). Moreover, it challenges and influences academic success, as it is challenging and difficult to excel in environments that fail to value every aspect of one's identity or identities (Rollock, 2007).

Black girls' interaction with each other, especially in urban schools, can also be problematic and resemble “relational aggression,” when in fact it is a form of posturing to increase their social status. Contextual factors (e.g., culture, school climate) can serve as risk or protective factors for involvement in posturing, relationship aggression, or increasing one's social status. Research focused on peer relationships has found differences in friendship patterns among ethnically and socioeconomically diverse youth, suggesting the importance of examining friendships within the context of ethnic and socioeconomic diversity (see Brown, Way, & Duff, 1999; Crothers, Field, & Kolbert, 2005). Sisterhood among Black girls can serve as a supportive network that enhances the “Black girl experience” as well as promote wellness and healthy identity.

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African American Young Girls and Women in PreK12 Schools and Beyond
Type: Book
ISBN: 978-1-78769-532-0

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Book part
Publication date: 22 May 2017

Erika L. Bocknek, Marva L. Lewis and Hasti Ashtiani Raveau

Black fathers, and specifically fathers who identify as African American, represent a group of parents who are at once not well understood and pervasively stereotyped in negative…

Abstract

Black fathers, and specifically fathers who identify as African American, represent a group of parents who are at once not well understood and pervasively stereotyped in negative ways. In this chapter, we describe the risks and resilience of Black fathers and their children, with a special focus on mental health and coping with stress. We emphasize a cultural practices approach that takes into account both the risks specific to Black fathers’ capacity to parent their children and a theoretical foundation for understanding the inherent strengths of Black men and their families. Finally, we address the need for early childhood educators to partner with Black fathers as a means to best support children and their families.

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African American Children in Early Childhood Education
Type: Book
ISBN: 978-1-78714-258-9

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Book part
Publication date: 17 March 2010

Erin N. Winkler

The current study examines developing racial attitudes among a group of African American adolescents. Data for this study include 28 open-ended, qualitative interviews with…

Abstract

The current study examines developing racial attitudes among a group of African American adolescents. Data for this study include 28 open-ended, qualitative interviews with African American adolescents (64% girls, 36% boys) in Detroit, Michigan, and were drawn from a larger study in which these adolescents and their mothers were interviewed about racial socialization. Data analysis shows adolescents' racial attitudes to be ambivalent and influenced by the dissonance between “color-blind” rhetoric – the idea that “race doesn't matter” – and their everyday experiences, in which race does matter in important ways. Adolescents' reports of racial attitudes and experiences with racism frequently include travel anecdotes, which reveal how place, travel, and negotiating the color line influence their developing ideas about race. The findings suggest that sources beyond parental socialization strongly affect adolescents' developing racial attitudes and identities and that young people's voices should be further utilized in studies examining these issues.

Details

Children and Youth Speak for Themselves
Type: Book
ISBN: 978-1-84950-735-6

Book part
Publication date: 25 November 2019

Xing Zhang

Depressive symptoms are higher among racial and ethnic minorities in the United States. Many studies have evidenced associations between school disconnectedness and depressive…

Abstract

Depressive symptoms are higher among racial and ethnic minorities in the United States. Many studies have evidenced associations between school disconnectedness and depressive symptoms by race and ethnicity in adolescence (Joyce & Early, 2014; Walsemann, Bell, & Maitra, 2011). Given that adolescents spend most of their time at home when they are not at school (Larson & Richards, 2001), it is important to understand how mother-child relationships may moderate school disconnectedness, and how mother–child relationships may serve as a protective buffer for depressive symptoms in the transition to adulthood. I use data from Waves II and III of the National Longitudinal Study of Adolescent to Adult Health (Add Health) from 1995 to 2002 (n = 9,766) and OLS regression analysis to examine how school disconnectedness in adolescence is associated with depressive symptoms in the transition to adulthood, and how mother–child relationships in adolescence moderate these associations in the United States. I examine differences in these relationships across racial and ethnic groups. I find that school disconnectedness in adolescence is associated with increased depressive symptoms in the transition to adulthood, and that maternal warmth and communication moderates the association between school disconnectedness and depressive symptoms. Maternal relationship quality in adolescence serves as an important protective factor for mental health in the transition to adulthood.

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Transitions into Parenthood: Examining the Complexities of Childrearing
Type: Book
ISBN: 978-1-83909-222-0

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Book part
Publication date: 24 October 2022

Lisa Leitz

Abstract

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Race and Space
Type: Book
ISBN: 978-1-80117-725-2

Book part
Publication date: 22 May 2017

Marisha L. Humphries and Iheoma U. Iruka

Inequalities in education have existed since the beginning of formal education. Educational disparities often emerge as you compare groups of students based on race, ethnicity…

Abstract

Inequalities in education have existed since the beginning of formal education. Educational disparities often emerge as you compare groups of students based on race, ethnicity, socioeconomic class, gender, and geography. This chapter seeks to stress the important role that early childhood experiences, including specific structures and processes during these foundational years play in potentially preventing the educational gaps of Black students. This requires intentional shifting from solely focusing on educational gaps to one that focuses on specific practices and policies that must be implemented to ensure that Black children are afforded the opportunities to meet their potential.

Details

African American Children in Early Childhood Education
Type: Book
ISBN: 978-1-78714-258-9

Keywords

Book part
Publication date: 25 November 2021

Gina McGovern, Colin Ackerman, Deborah Rivas-Drake, Alexandra Skoog-Hoffman, Enid M. Rosario-Ramos and Robert J. Jagers

Across the United States, school leaders are realizing the potential for social and emotional learning (SEL) to be used as a critical lever for students' equitable access to full…

Abstract

Across the United States, school leaders are realizing the potential for social and emotional learning (SEL) to be used as a critical lever for students' equitable access to full participation in social and civic life. Researchers and practitioners seek to understand how teachers can elevate student voice, increase students' sense of agency, and promote civic engagement through SEL instruction. The School and Community Pathways for Engagement (SCoPE) Project brought together teams from a large, urban school district in the Midwestern United States, the University of Michigan, and the Collaborative for Academic, Social, and Emotional Learning (CASEL) in a research-practice partnership (RPP) to examine these pertinent challenges. This chapter demonstrates how the purposeful establishing of and fostering collaborative relationships between researchers and practitioners in the SCoPE Project motivated deeper investment and equity of voice for all stakeholders involved. This chapter specifically discusses the motivational affordances of the RPP approach during participant recruitment, data collection, and data sharing for the SCoPE Project.

Book part
Publication date: 6 September 2018

James B. Pratt

Purpose – This chapter problematizes the concept of the “American Dream” – important for Messner and Rosenfeld’s Intuitional Anomie Theory (IAT).Design/methodology/approach – The…

Abstract

Purpose – This chapter problematizes the concept of the “American Dream” – important for Messner and Rosenfeld’s Intuitional Anomie Theory (IAT).

Design/methodology/approach – The author uses work from political science, specifically Adcock and Collier in conversation with Gerring to consider if the American Dream concept is “good.” The author continues by contending that the work on the state, its power and reach, can assist with the reconceptualization of IAT and the American Dream concept theoretically and methodologically.

Findings – The author finds that the American Dream concept, while not completely inadequate, significantly departs from Adams’ original definition in The Epic of America while also being associated with mixed findings as it relates to race and the likelihood of violence. The author concludes that through critical work (e.g., Moten’s “The Case for Blackness” and Ahmed’s “Phenomenology of Whiteness”) that in order to better develop this basis of desire in the American Dream concept there is a need to integrate a growing body of work that critically engages with the legacy of racial violence and racialized social conditioning. The author concludes that by studying the ontology/phenomenon of race, understandings of cultural desire may be understood in order to inform IAT.

Originality/value – This chapter provides a framework for evaluating concepts with interdisciplinary conversations with political science. The author’s findings also add to a body of work that, through cross-disciplinary conversations, work to tease out the socio-ecological and historical conditions that influence the interaction of structure and culture that lead to anomie and ultimately deviance.

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Homicide and Violent Crime
Type: Book
ISBN: 978-1-78714-876-5

Keywords

Book part
Publication date: 25 November 2019

Sheresa Boone Blanchard and Tacy Rae LeBaron

Six African-American, heterosexual couples with a toddler son in a southeastern United States county were interviewed about their beliefs and practices. Couples shared reflections…

Abstract

Six African-American, heterosexual couples with a toddler son in a southeastern United States county were interviewed about their beliefs and practices. Couples shared reflections of joys and challenges in their lives right before and during the pregnancy, delivery and right after the birth of their son. Through thematic analysis, results showed that most parents shared similar experiences of planning the pregnancy, breastfeeding from birth, and both being involved in caregiving. However, variability in preparation, emotions, and adjustment existed during this period. Although differential pregnancy outcomes could be race-related (i.e. gestational period length and preterm delivery), other aspects of this universal experience were similar to the average couple in the United States. This study aims to consider the implications for how race might impact the variability across families.

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Childbearing and the Changing Nature of Parenthood: The Contexts, Actors, and Experiences of Having Children
Type: Book
ISBN: 978-1-83867-067-2

Keywords

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