Youth in the United States receive countless messages about the meanings and consequences of racial group membership. The processes through which these racialized messages are transmitted, known collectively as ethnicracial socialization, are known to influence youths' psychosocial and academic development-especially their ethnic-racial identity. However, most studies have focused exclusively on parents' roles in the ethnic-racial socialization process. In the present study, drawing on semistructured interviews with 64 Black adolescents, we examined youths' descriptions of their experiences with (and understandings of) race to provide an "up-close" view of the sources and processes involved in ethnic-racial socialization. In addition to providing further evidence of the roles of parents and school curricula in shaping youths' racial beliefs, results suggested that ethnic-racial socialization messages frequently emerged from youths' direct and vicarious exposure to racial discrimination and inequality in the schools they attended, the public places they visited, and in the media they consumed.
Grounded in a partnership among researchers, a racial justice organization, and K-12 schools, this study uncovers the challenges of pursuing racial justice work in a polarized sociopolitical climate. Specifically, we illustrate these tensions across three dimensions of our work: (a) establishing critical commitments with K-12 partners; (b) building organizational capacity for critical racial analysis; and (c) confronting internal and external resistance. Throughout, we highlight approaches for leveraging the positionality and expertise of our partners to create the conditions for promoting and sustaining racial justice work in schools.
Culturally relevant pedagogy (CRP; e.g., Ladson-Billings, 1995) is a set of beliefs and practices that aim to serve culturally and linguistically diverse student learners. Although a large body of work describes its tenets and permutations, and its implications for students, less work has been done to outline the myriad barriers that teachers face when trying to implement CRP. This paper addresses this gap by proposing a race-conscious, multilevel, ecological framework to illuminate the societal, institutional, and individual obstacles that teachers must navigate in the pursuit of CRP. Implications for teacher training and development are discussed.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.