The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Acknowledging Bias and Pursuing Protections to Support Anti-Racist Developmental Science: Critical Contributions of Phenomenological Variant of Ecological Systems Theory
Abstract
American racism is deeply engrained in the nation’s ecology including its chronosystem and contributes to the nation’s unavoidably shared vulnerability. Interrogating an accurate portrayal of the nation’s history is informative for securing anti-racist research. This special issue commentary discusses the role of Spencer’s phenomenological variant of ecological systems theory (PVEST) as a means of providing an epistemic framing for disentangling and directly addressing the problem of structural racism in the conduct of science. Additionally it demonstrates the efficacy of PVEST and offers conclusions as opportunities for achieving anti-racist scholarship especially significant to adolescents’ well-being and the improved conduct of developmental science.
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In the citing paper
“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 Spencer, 2021
In the citing paper
“Due to the nature of white supremacy and normativity in our society, these constructs cannot offer a racial justice‐oriented, socioculturally relevant assessment of how white youth develop their identities as racialized beings (Helms, 1996, 2007; Helms & Talleyrand, 1997; Spencer, 2021).”
From Studying Ethnic-Racial Identity among White Youth: White Supremacy as a Developmental Context (2022) · cites this paper as Spencer, 2021
Citations
Cites
The Ecology of Human Development: Experiments by Nature and Design
Bronfenbrenner, U. (1979) · Harvard University Press eBooks · doi:10.4159/9780674028845 · Cited by 26,084
Discrimination Distress During Adolescence
Fisher, C. B., Wallace, S. A., & Fenton, R. E. (2000) · Journal of Youth and Adolescence · doi:10.1023/a:1026455906512 · Cited by 1,079
Research works printed but not linked: 16
- Allen W. R., 1985, Beginnings: The social and affective development of Black children, 301
- 10.1037/0003-066X.57.12.1024 · DOI
- Guthrie E. R., 2004, Even the rat was white: A historical view of psychology
- Havighurst R. J., 1953, Human development and education
- 10.1037/0003-066X.34.10.851 · DOI
- Luthar S. S., 2013, The problem with rich kids
- Marx K., 1851, The Eighteenth Brumaire of Louis Bonaparte
- Nichols Lodato B., Hall J., Spencer M. B. (2021). Vulnerability and resiliency implications of human capital and linked inequality presence denial perspectives: Acknowledging Zigler’s contributions to child well-being. Development and Psychopathology, 33(2), 684–699. https://doi.org/10.1017/S0954579420001893 · DOI
- Spencer M. B., 1995, African American youth: Their social and economic status in the United States, 37
- Spencer M. B., 2006, Handbook of child psychology, vol. 1: Theoretical models of human development, 829
- Spencer M. B., 2008, Child and adolescent development: An advanced course, 696
- Spencer M. B., 2004, Nature and nurture: The complex interplay of genetic and environmental influences on human behavior and development, 53
- Spencer M. B., Lodato B. N., Spencer C., Rich L., Graziul C., English-Clarke T. (2019). Chapter four—Innovating resilience promotion: Integrating cultural practices, social ecologies, and development-sensitive conceptual strategies for advancing child well-being. In Henry D. A., Votruba-Drzal E., Miller P. (Eds.), Advances in child development and behavior (Vol. 57, pp. 101–148). JAI. https://doi.org/10.1016/bs.acdb.2019.05.005 · DOI
- 10.1111/j.1467-8624.1990.tb02778.x · DOI
- Spencer M. B., 2015, Handbook of child psychology and developmental science, 750
- 10.1037/1099-9809.3.1.37 · DOI
Cited by
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
“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).”
BackgroundInfluential
Metadata
- Authors
- Spencer, M. B.
- Affiliations
- University of Chicago (US)
- Corresponding author
- Spencer, Margaret Beale
- Venue
- Journal of Adolescent Research
- Publisher
- SAGE Publications
- Published
- 2021-10-29
- Volume
- 36
- Issue
- 6
- Pages
- 569-583
- ISSN
- 0743-5584 (ISSN-L)
- 1552-6895
- OpenAlex
- W3208711925
- Cited by
- 32
- References
- 2
- Citations by year
- 2026: 7 · 2025: 9 · 2024: 3 · 2023: 10 · 2022: 3
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Adolescent Research (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 › Sociology and Political Science › Qualitative Research Methods and Ethics
- Keywords
- anti-racist research, Spencer, epistemic framing, research bias, developmental science, chronosystem, racism in the United States
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