Dismantling systems of racism and oppression during adolescence: An agenda for anti‐racist research

Abstract

The concept of anti-racism has been a staple of various disciplines and has been discussed in some public discourse

Critical race theory in human development and family science

“…Given the smaller number of BIPOC scholars in HDFS, editors of HDFS journals can keep the peer‐review process anonymous but not anonymous to race (i.e., color conscious vs. evasive) (Annamma et al., 2017) by acknowledging and accounting for the racial identity of authors and reviewers in relation to the peer‐review process (Armstrong & Armstrong, 2021; Baldwin, 1984; Buchanan et al., 2021; Roberts & Mortenson, 2022). The central aim is for journals to avoid review processes that are a dominated by “White habitus” (Bonilla‐Silva, 2023; Bourdieu, 1991), where the review process is shaped solely by the lives and behaviors of privileged, well‐connected White scholars (see Abo‐Zena et al., 2022; Kia‐Keating & Juang, 2022; Paton et al., 2020; Wray‐Lake et al., 2022b). One approach to partially counter the negative effects of White habitus in the peer‐review process is for editors to exercise their authority and apply a race‐conscious approach to the process by striving—to the best of their abilities—to have racial diversity among editorial board members and reviewers.…”

Acculturation and resilience of immigrant-origin youth: Do their school experiences reflect nonimmigrants’ “native supremacy”?

“…Thus, these terms mischaracterize immigrants as a single group with uniform lived experiences set apart from the essentialized, nonimmigrant national group (Moffitt & Juang, 2019). It is noteworthy that since minority group scientists remain underrepresented in academic research, most of the studies on individual differences in immigrant youth adaptation are conducted by ethnic majority nonimmigrant researchers, who are in a position of relative power, and often perpetuate situated meaning (Spencer & Swanson, 2013; Syed, 2017; Wray-Lake et al, 2022).…”

“…The concepts and principles of this model (Motti-Stefanidi et al, 2012a; Motti-Stefanidi & Masten, 2017; Suárez-Orozco et al, 2018) are appropriate to organize and examine extant evidence on immigrant youth adaptation through the lens of anti-racist research (Wray-Lake et al, 2022). According to this model, resilience is not considered to be an attribute of the individual.…”

“…Following an anti-racist research approach to understanding the AStRA findings (Wray-Lake et al, 2022), I will argue in the next sections of the paper that the results of the AStRA project, which are based on school-level data, reflect the structural privilege of “native supremacy” views in Greece. Thus, the lived school experiences of immigrant-origin youth may reflect societal-level xenophobic and anti-immigrant attitudes.…”

“…Examined through the lens of the model for understanding immigrant youth resilience (Motti-Stefanidi & Masten, 2017; Suárez-Orozco et al, 2018), and taking an anti-racist approach to interpreting the results, the low academic achievement of immigrant-origin youth, compared to that of their nonimmigrant classmates, cannot be attributed to individuals’ characteristics (Motti-Stefanidi et al, 2023; Wray-Lake et al, 2022). Instead, school policies and practices create these social inequalities in school achievement.…”