scholarly journals Pathways to ethnic-racial identity development and psychological adjustment: The differential associations of cultural socialization by parents and peers.

2018 ◽  
Vol 54 (11) ◽  
pp. 2166-2180 ◽  
Author(s):  
Sarah C. Nelson ◽  
Moin Syed ◽  
Alisia G. T. T. Tran ◽  
Alison W. Hu ◽  
Richard M. Lee
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Psychological Adjustment ◽  
Racial Identity Development ◽  
Cultural Socialization

scholarly journals Pathways to Ethnic-Racial Identity Development and Psychological Adjustment: The Differential Associations of Cultural Socialization by Parents and Peers

2018 ◽  
Author(s):  
Sarah C. Nelson ◽  
Moin Syed ◽  
Alisia G. T. T. Tran ◽  
Alison W. Hu ◽  
Richard M. Lee
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Psychological Adjustment ◽  
Developmental Process ◽  
Empirical Work ◽  
Path Model ◽  
Cultural Socialization ◽  
Youth Of Color ◽  
Cross Sectional ◽  
Unique Role

Ethnic-racial identity (ERI) development is a central developmental process for youth of color. Although a great deal of research establishes the importance of cultural socialization by parents to the development of ERI, limited empirical work has examined peers’ role in these processes. This study uses four cross-sectional data sets (N = 127, 312, 257, and 238, mean age = 17.96 -18.24) followed by a meta-analytic summary to test a path model of ERI development and parent and peer cultural socialization and their associations with psychological adjustment in a diverse sample of emerging adults. The final sample size adjusted meta-analytic model indicated that parent ethnic socialization predicted both ERI exploration and commitment while only peer preparation for bias predicted ERI commitment. In turn, ERI commitment and exploration predicted more positive mental health. The findings of this study highlight the importance of both parents and peers to cultural socialization processes during emerging adulthood. In particular, this study suggests that the messages peers impart about prejudice play a unique role in the development of ERI. The findings have important implications about the unique role peers play in communicating messages about prejudice as well as for ERI and the psychological adjustment of youth of color at this developmental stage. Additionally, these cross-sectional findings provide a preliminary but robust model from which researchers can frame future longitudinal work in this area.

scholarly journals Self-Care: An Ethical Imperative for Anti-Racist Counselor Training

2021 ◽  
Author(s):  
Michelle Mitchell ◽  
Erin Binkley
Keyword(s):  
Social Justice ◽  
Racial Identity ◽  
Identity Development ◽  
Counselor Training ◽  
Change Agents ◽  
Self Care ◽  
Racial Identity Development ◽  
Dominant Culture ◽  
Ethical Imperative ◽  
Development Models

Attention has been given to multicultural counseling, social justice and advocacy work over the last several decades; with this in mind, it is essential Counselors educators work as anti-racist change agents to understand the role of self-care in advocacy and be armed with self-care strategies based upon racial identity standing. Working through the lens of racial identity development models, educators will learn ways to support students of the dominant culture in engaging in self-care without initiating oppressive behaviors, and conversely will learn strategies to assist Black, Indigenous, Persons of Color (BIPOC) in enacting self-care without assisting in their own oppression. Thus, the purpose of this conceptual manuscript is to (a) provide a rationale for self-care as an ethical imperative, (b) introduce self-care strategies to employ while supporting anti-racist andragogy through intentional wellness, and (c) call students to build self-care routines focused on multiculturalism and social justice.

K–12 School Counselors Utilizing Critical Race Theory to Support the Racial Identity Development and Academic Achievement of African American Males

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Brandee Appling ◽  
Shanel Robinson
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Racial Identity ◽  
Critical Race Theory ◽  
Identity Development ◽  
School Counselors ◽  
African American Males ◽  
Racial Identity Development ◽  
Race Theory ◽  
K 12

This article examines the role of racial identity development in the academic achievement of African American adolescent males. Through the lens of critical race theory (CRT), we highlight how K–12 school counselors may support and enhance the schooling experiences of African American males by understanding and acknowledging how racial identity development may impact academic achievement. A focus on CRT in education emphasizes the continual persistence of racism ingrained in K–12 education located within the educational opportunities, curriculum, representation, and teacher perception of African American males. We offer insight into how school counselors may work to decrease barriers to achievement by analyzing the effect race and gender have on the identification, retention, and underachievement of their African American male students.

Sign in / Sign up

Export Citation Format

Share Document