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Cited by 190Racial and Ethnic Identity ResearchCritical Race Theory in EducationPsychology of Development and Education

M(ai)cro: Centering the Macrosystem in Human Development

Rogers, Leoandra Onnie, Niwa, Erika Y., Chung, Kara, Yip, Tiffany, Chae, David·2021·Human Development
DOI 10.1159/000519630
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Abstract

Both society and psychological science are deeply grounded in (and often perpetuate) white supremacy and anti-Blackness. While human development is inextricable from macro-level structural racism and hierarchies of oppression, developmental research often locates processes in the micro-level of individuals and relationships, ultimately obscuring how intimately macro-level forces shape developmental processes. The current paper aims to shift the starting point of the story of human development by centering the macrosystem, and specifically racism (and its partnering ideologies of sexism, heteronormativity, classism, and capitalism) in ecological systems theory and developmental psychology broadly. Through the lens of racial socialization research, we present an empirical example to illustrate how the sociopolitical context of racism is itself a source of socialization. Finally, we propose new language, m(ai)cro, to conceptualize the simultaneous and transactional macro-as-micro processes in development. We conclude with guiding principles for how to work toward equity and justice in human development.

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Crossref · 10.1159/000519630

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10 of 10 references verified0 citation errors · 0 not checkable

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  • Both white supremacy and normativity shape who and what is studied in developmental science.

    “Both white supremacy and normativity shape who and what is studied in developmental science (Causadias et al., 2018; Rogers, Niwa et al., 2021; Spencer, 2021).”

    From Studying Ethnic-Racial Identity among White Youth: White Supremacy as a Developmental Context (2022) · cites this paper as Rogers, Niwa et al., 2021

  • Age-related models are attractive and informative in some ways, but also limited in their capacity to center the macro-system in developmental processes.

    “Age‐related models are attractive and informative in some ways, but also limited in their capacity to center the macro‐system in developmental processes (McLean & Riggs, 2022; Rogers, Niwa et al., 2021).”

    From Studying Ethnic-Racial Identity among White Youth: White Supremacy as a Developmental Context (2022) · cites this paper as Rogers, Niwa et al., 2021

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Authors
Rogers, L. O., Niwa, E. Y., Chung, K., Yip, T., & Chae, D.
Affiliations
  • Northwestern University (US)
  • City University of New York (US)
  • Tulane University (US)
  • Fordham University (US)
ORCID
Venue
Human Development
Publisher
S. Karger AG
Published
2021
Volume
65
Issue
5-6
Pages
270-292
ISSN
  • 0018-716X (ISSN-L)
  • 1423-0054
DOI
10.1159/000519630
OpenAlex
W3200769362
Cited by
190
References
10
Citations by year
2026: 37 · 2025: 40 · 2024: 59 · 2023: 29 · 2022: 20 · 2021: 5
FWCI
39.15
Type
journal article
Language
en
Open access
closed
Licence
Locations
Human Development (publishedVersion)
Topics
  • Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
  • Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
Keywords
macrosystem, structural racism, white supremacy, anti-Blackness, ecological systems theory, racial socialization, sexism, heteronormativity, classism, capitalism, socialization, equity and justice, developmental psychology

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