Race, Antiracism, and Youth Development: From Awareness to Sustained Action

Authors

  • Corliss Wilson Outley Clemson University
  • Dale A. Blyth University of Minnesota

DOI:

https://doi.org/10.5195/jyd.2020.1005

Keywords:

racism, antiracist, equity, youth, inclusion

Abstract

After yet more vivid examples of how Black people are far too often treated unjustly in America and the enormous response worldwide, it is high time to recognize racism in our field and promote a strong and sustained commitment to antiracist approaches to research, publishing, practice, and policy in the youth development field. This essay begins to make the case for such efforts and calls for sustained action in many areas. These are things we can and must do as a field that supports the positive development of all youth.

References

Adams-Wiggins, K. R., & Taylor-García, D. V. (2020). The Manichean division in children’s experience: Developmental psychology in an anti-Black world. Theory & Psychology, 30(4), 485-506. https://doi.org/10.1177/0959354320940049

Bottrell, D. 2009. Understanding ‘Marginal’ perspectives: towards a social theory of resilience. Qualitative Social Work 8(3), 321-339. https://doi.org/10.1177/1473325009337840

Cammarota, J., & Fine, M. (Eds.). (2010). Revolutionizing education: Youth participatory action research in motion. Routledge.

Deschenes, S., McLaughlin, M., & Newman, A. (2008). Organizations advocating for youth: The local advantage. New Directions for Youth Development, 2008(117), 11-25. https://doi.org/10.1002/yd.244

Elsevier (Amsterdam). (2017). Gender in the global research landscape: Analysis of research performance through a gender lens across 20 years, 12 geographies, and 27 subject areas. Author. https://www.elsevier.com/__data/assets/pdf_file/0008/265661/ElsevierGenderReport_final_for-web.pdf

Foster, K. R., & Spencer, D. (2011). At risk of what? Possibilities over probabilities in the study of young lives. Journal of Youth Studies, 14(1), 125-143. https://doi.org/10.1080/13676261.2010.506527

Gabriel, M. G., Brown, A., León, M., & Outley, C. (2020). Power and Social Control of Youth during the COVID-19 Pandemic. Leisure Sciences, 1-7. https://doi.org/10.1080/01490400.2020.1774008

Gale, F., & Bolzan, N. (2013). Social resilience: Challenging neo-colonial thinking and practices around ‘risk.’ Journal of Youth Studies, 16(2), 257-271. https://doi.org/10.1080/13676261.2012.704985

García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & García, H. (1996). An Integrative Model for the Study of Developmental Competencies in Minority Children. Child Development, 67(5), 1891-1914. https://doi.org/10.2307/1131600

Ginwright, S., & Cammarota, J. (2002). New terrain in youth development: The promise of a social justice approach. Social justice, 29(4 (90)), 82-95. http://www.jstor.org/stable/29768150

Killen, M., Rutland, A., & Yip, T. (2016). Equity and justice in developmental science: Discrimination, social exclusion, and intergroup attitudes. Child Development, 87(5), 1317-1336. https://doi.org/10.1111/cdev.12593

Kirshner, B., & Ginwright, S. (2012). Youth organizing as a developmental context for African American and Latino adolescents. Child Development Perspectives, 6(3), 288-294.

Marks, A. K., Ejesi, K., McCullough, M. B., & García Coll, C. (2015). Developmental implications of discrimination. In M. E. Lamb & R. M. Lerner (Eds.), Handbook of child psychology and developmental science (7th ed., Vol. 3, pp. 324-365). Wiley. https://doi.org/10.1002/9781118963418.childpsy309

Outley, C., Brown, A., Gabriel, M. G., & Sullins, A. (2018). The role of culture in out-of-school time settings. In P. Witt & L. Caldwell (Eds.), Youth development principles and practices in out-of-school-time settings (pp. 463-492). Sagamore Venture.

Pinckney, H. P., IV, Outley, C., Brown, A., & Theriault, D. (2018). Playing while black. Leisure Sciences, 40(7), 675-685. https://doi.org/10.1080/01490400.2018.1534627

Silbiger, N. J., & Stubler, A. D. (2019). Unprofessional peer reviews disproportionately harm underrepresented groups in STEM. PeerJ, 7, e8247. https://doi.org/10.7717/peerj.8247

Spencer, M. B., Dupree, D., & Hartmann, T. (1997). A phenomenological variant of ecological systems theory (PVEST): A self-organization perspective in context. http://repository.upenn.edu/gse_pubs/4

Ungar, M. (2004). A constructionist discourse on resilience: Multiple contexts, multiple realities among at-risk children and youth. Youth & Society 35(3), 341-365. https://doi.org/10.1177/0044118X03257030

Weiland, C., & Yoshikawa, H. (2012). The effects of large‐scale economic change and policies on children's developmental contexts and developmental outcomes. Child Development Perspectives, 6(4), 342-350.

Downloads

Published

2020-09-22

Issue

Section

Thought Leader Commentary