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Fostering anti-racism in white children and youth: Development within contexts.
Abstract
This article presents a developmental model of anti-racism among White children and youth. Informed by a structural-psychological framework (Syed & McLean, 2021), the model proposes that anti-racist development is inseparable from the structures and systems that uphold racial inequality in the United States. In articulating the processes by which children and early adolescents move toward becoming anti-racist, the model emphasizes foundational abilities (e.g., socio-cognitive skills and moral development), a developing sense of self and society (e.g., recognition of racism and understanding of White privilege), and the importance of anti-racism action and promotive contexts (especially within schools and families). This paper concludes with advancing a research agenda for developmental scientists studying the development of anti-racism among White children and youth and implications for parents, practitioners, and educators. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Developmental research on power and privilege in child and adolescent development, particularly in relation to white youth, remains limited.
“While there have been multiple calls for more thorough investigations of power and privilege in child and adolescent development (Kornbluh et al., 2021), particularly in relation to white youth (Hazelbaker et al., 2022; Rogers, 2019; Seaton et al., 2018; Spencer, 2017), developmental research in this area remains limited.”
From Studying Ethnic-Racial Identity among White Youth: White Supremacy as a Developmental Context (2022) · cites this paper as Hazelbaker et al., 2022
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Studying Ethnic-Racial Identity among White Youth: White Supremacy as a Developmental Context
Moffitt, U., & Rogers, L. O. (2022) · Journal of Research on Adolescence · doi:10.1111/jora.12762 · Cited by 81
“…calls for more thorough investigations of power and privilege in child and adolescent development (Kornbluh et al., 2021), particularly in relation to white youth (Hazelbaker et al., 2022; Rogers, 2019; Seaton et al., 2018; Spencer, 2017), developmental research in this area remains limited.”
Background
Metadata
- Authors
- Hazelbaker, T., Brown, C. S., Nenadal, L., & Mistry, R. S.
- Venue
- American Psychologist
- Published
- 2022-05
- Volume
- 77
- Issue
- 4
- Pages
- 497-509
- ISSN
- 0003-066X (ISSN-L)
- 1935-990X
- OpenAlex
- W4211164832
- Cited by
- 89
- References
- 0
- Citations by year
- 2026: 17 · 2025: 15 · 2024: 19 · 2023: 21 · 2022: 17
- FWCI
- 25.90
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Psychologist (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
- Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- structural psychology, racial inequality, white privilege, moral development, socio-cognitive skills, early adolescence, racial identity development
- MeSH terms
- Adolescent, Child, Humans, Schools, United States, Racial Groups, Racism
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