Raising White Resisters: Studying the Development of Anti-Racist White Children and Youth

Hazelbaker, Taylor; Brown, C; Nenadal, Lindsey; Mistry, Rashmita S.

doi:10.31234/osf.io/ej9a5

Cited by 2 publications

(2 citation statements)

References 36 publications

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“…We identified only one study on family ethnic–racial socialization and children’s awareness of racism and white privilege before 2020 (Hagerman, 2014). Very recently, Hazelbaker et al (2021) suggested family ethnic–racial socialization as a promotive factor for the development of anti-racism orientation among white children and youth, but further empirical research on this association is needed.…”

Section: Limitations To What We Know and Directions For Future Studiesmentioning

confidence: 99%

The Role of the Family for Racism and Xenophobia in Childhood and Adolescence

Aral

Juang

Schwarzenthal

et al. 2021

Review of General Psychology

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Racism and xenophobia are not just the problems of the adult world; As systems of beliefs, practices, and policies, racism and xenophobia influence children’s perceptions and experiences at early ages. Because families can be significant sources of information regarding race and ethnicity, we focus on the family to understand the broader context of racism and xenophobia in childhood and adolescence. In this paper, we first provide an overview of research conducted among BIPOC (Black, Indigenous, and People of Color) and ethnic/religious minority families that has focused on family ethnic–racial socialization to support children and adolescents’ capabilities for resisting racism and xenophobia. We then review research conducted among white and ethnic/religious majority families that has mainly taken an intergroup relations perspective and has examined associations between parents’ and children’s ethnic–racial attitudes, biases, and prejudice. Finally, we discuss the role of family for racism and xenophobia through the lens of family ethnic–racial socialization and intergroup relations perspectives, highlight areas that are currently understudied, and offer recommendations concerning future research directions.

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Section: Limitations To What We Know and Directions For Future Studiesmentioning

confidence: 99%

The Role of the Family for Racism and Xenophobia in Childhood and Adolescence

Aral

Juang

Schwarzenthal

et al. 2021

Review of General Psychology

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“…Thus, it is also important to find additional ways to include nonimmigrant origin and White youth more directly into the program. White youth play an important role in working with their peers of color to dismantle racial oppression (Hazelbaker et al, 2021) and it's intersecting partner, xenophobia (Tummala‐Narra & Sathasivam‐Ruekert, 2015), and thus White youth can benefit from greater inclusion into future programming. Findings from this study suggested that many White youth had a difficult time discovering and articulating their migration narrative.…”

Section: Practical Implicationsmentioning

confidence: 99%

“Everyone has their story”: Intergroup dialogue's potential to cultivate connection through the sharing of migration narratives

Castro

Medina

Suárez‐Orozco

2022

Psychology in the Schools

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Immigrant‐origin (I‐O) youth face increasing anti‐immigrant rhetoric in the United States, including in their schools. School‐based intergroup dialogue programming may help I‐O youth and their peers build a more inclusionary culture. We qualitatively examined how I‐O youth and their peers experienced a week‐long school‐wide intergroup dialogue program that aimed to foster connection among participants at a Northeastern high school. Participants’ (N = 159) experience in the program were analyzed using post‐program reflections. Participants were 53% female and 74% underclassmen; 59% Latinx, 14% Black, 13% multiracial, 9% White, and 5% Asian and Middle Eastern; generationally, 54% identified as second‐generation immigrants, 38% as nonimmigrant origin, and 8% as first‐generation. Participation in the program produced mixed results. For many, participation led to a greater sense of connection; youth reported that they learned about their peers, the immigrant experience, and sometimes, themselves. Connection was especially fostered among the dominant demographic groups in the school: second‐generation and Latinx youth. Learning about others was less likely to cultivate connections when participants could not relate their own experiences, and at times even made participants feel more different from their peers. Intergroup dialogue has the potential to foster connection when participants are able to relate across experiences.

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Raising White Resisters: Studying the Development of Anti-Racist White Children and Youth

Cited by 2 publications

References 36 publications

The Role of the Family for Racism and Xenophobia in Childhood and Adolescence

The Role of the Family for Racism and Xenophobia in Childhood and Adolescence

“Everyone has their story”: Intergroup dialogue's potential to cultivate connection through the sharing of migration narratives

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