13. Structural racism and community health: A theory-driven model for identity intervention

Spencer, Margaret Beale; Harpalani, Vinay; Dell'Angelo, Tabitha

doi:10.1016/s1479-358x(02)80019-5

Cited by 9 publications

(9 citation statements)

References 23 publications

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“…However, individuals may interpret these messages in different ways (pluralistic neighborhood theory; Aber & Nieto, 2000). This idea is further explicated in the Phenomenological Variant of Ecological Systems Theory (PVEST; (Spencer et al, 2002), which suggests that ecological contexts beyond the family may shape youth’s identity and their subsequent coping strategies. Therefore, school-aged children’s exposure to neighborhood settings may affect how they reason about the implications of race-ethnicity for themselves and others.…”

Section: Racial-ethnic Identity and Adjustmentmentioning

confidence: 99%

“…Additionally, there is a dearth of information on how young children perceive their neighborhoods (Herrenkohl, Hawkins, Abott, & Guo, 2002; Visser, Bolt, & van Kempen, 2015) and whether these perceptions might be associated with their well-being. Further, Spencer, Harpalani, and Dell’Angelo (2002; PVEST) suggest that ecological exposure may shape one’s racial-ethnic identity (Murray & Mandura, 2002). Therefore, in the current study we explore how both neighborhood disadvantage and school-aged children’s perceptions of their neighborhood are associated with their racial-ethnic identity and academic self-efficacy.…”

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confidence: 99%

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Racial‐ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment

Witherspoon

Daniels

Mason³

et al. 2016

American J of Comm Psychol

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Research consistently shows that neighborhood socio-demographic characteristics and residents’ neighborhood perceptions matter for youth well-being, including a positive sense of racial-ethnic identity. Although elementary-school children are likely in the earlier phases of identity formation, the authors examined whether objective and subjective neighborhood characteristics are related to their racial-ethnic identity and, in turn, their academic adjustment. A diverse sample (30.4% AA, 35.2% White, 12.3% Latino, & 22.0% Other) of 227 children in Grades 2 through 5 were surveyed in afterschool programs. Bivariate correlations showed that youth living in disadvantaged neighborhoods reported more barriers due to their race-ethnicity, but these barriers were not related to their sense of academic efficacy. Residing in a disadvantaged neighborhood was unrelated to youth’s academic self-efficacy. However, path analyses showed that positive neighborhood perceptions were associated with a stronger sense of race-ethnicity (i.e., affirmation and belonging), which was in turn related to greater academic efficacy. These results suggest that neighborhood connection provides a source of affirmation and value for young children, helping them to understand who they are as part of a racial-ethnic group and helping to foster a sense of future achievement opportunities. This study provides additional evidence that along with other important proximal contexts (e.g., family, school), young children’s neighborhood context is important for development. Results are discussed to highlight environmental influences on young children’s awareness of race-ethnicity and the implications of the combined impact of neighborhood and racial-ethnic identity on psychosocial adjustment.

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Section: Racial-ethnic Identity and Adjustmentmentioning

confidence: 99%

mentioning

confidence: 99%

Racial‐ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment

Witherspoon

Daniels

Mason³

et al. 2016

American J of Comm Psychol

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“…For example, Black adolescent boys, in particular, are treated as stereotyped (i.e., anxiety-generating) miniature adults as opposed to being treated as youth growing up during a period of rapid and normative development. Numerous manifestations of structural racism and racial stereotyping, both overt and subtle, characterize the experiences of African American youth (Spencer, Cross, Harpalani, & Goss, in press;Spencer, Harpalani, & Dell'Angelo, 2002). For African American youth, issues of race and gender identity are especially important, as these may interact to create unique experiences of stress and dissonance (Spencer, 1995(Spencer, , 1999.…”

Section: A Theoretical and Empirical Examination Of Identity As Copinmentioning

confidence: 99%

A Theoretical and Empirical Examination of Identity as Coping: Linking Coping Resources to the Self Processes of African American Youth

Spencer

Fegley

Harpalani

2003

Applied Developmental Science

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131

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Spencer's (1995) Phenomenological Variant of Ecological Systems Theory is presented as a theoretical framework to integrate issues of context, coping, and identity in human development. The relation of coping supports (i.e., cultural socialization and spirituality) to psychological well-being was investigated for a sample of low resource African American youth. Results suggest that employment of religion and spirituality and cultural pride as a form of coping is important in the development of a healthy sense of self and a healthy sense of self in relation to others, especially among Black adolescent boys. The finding was not replicated among girls, suggesting the need to investigate other forms of support.

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“…However, although ecological systems theory may have provided a useful, broad conceptual framework for understanding how the psychological self is located in societal structures, the field's development owes much to earlier developmental research including work on attachment (e.g., Bowlby, ), socioemotional development and learning (e.g., Bandura, ), and sociocultural approaches (e.g., Garcia Coll et al., ; Ogbu, ; Vygotsky, ). These conceptualizations have sought to understand some important dimensions of development including processes of relational attachment, efficacy, adaptation, and identity as well as an interest in how young people come to understand themselves as part of their neighborhoods and communities (Bandura, , ; Erikson, ; McLaughlin, Irby, & Langman, ; Quintana, ; Spencer, Harpalani, & Dell'Angelo, ).…”

Section: The Origins and Development Of Pydmentioning

confidence: 99%

Introduction to the Special Section of Child Development on Positive Youth Development in Diverse and Global Contexts

Leman

Smith²,

Petersen

2017

Child Development

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Positive youth development (PYD) research seeks to understand and promote positive aspects of development in young people. In this the special section, focused upon youth from diverse racial-ethnic backgrounds around the globe, we describe the origins and development of the field, identify key and emerging themes, and present the challenges for work in the area in the years ahead. Central to these are elements that are inherent in many of the articles that constitute the section: These include a need to articulate more clearly the role of social and cultural context in positive development, a need to refine the measures and methods used for collecting data, the significance of social identities, and engagement with other fields of study and with policymakers.

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13. Structural racism and community health: A theory-driven model for identity intervention

Cited by 9 publications

References 23 publications

Racial‐ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment

Racial‐ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment

A Theoretical and Empirical Examination of Identity as Coping: Linking Coping Resources to the Self Processes of African American Youth

Introduction to the Special Section of Child Development on Positive Youth Development in Diverse and Global Contexts

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