Exploring racial–ethnic pride and perceived barriers in positive youth development: A latent profile analysis

Yu, Dian; Smith, Emilie Phillips; Oshri, Assaf

doi:10.1080/10888691.2019.1640607

Cited by 13 publications

(10 citation statements)

References 132 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Investigating the association between after-school settings and children's positive racial-ethnic affirmation is critical because children's perceptions of their race and/or ethnicity has been linked to various aspects of behavioral and cognitive functioning (Neblett et al, 2012;Rivas-Drake, Seaton, et al, 2014;Yu et al, 2021). Racial-ethnic affirmation refers to children's affection, respect, and pride for their racial-ethnic group .…”

Section: Research On After-school Context Racial-ethnic Identity and ...mentioning

confidence: 99%

After-School Connectedness, Racial–Ethnic Identity, Affirmation, and Problem Behaviors

Augustine¹,

Smith

Witherspoon

2022

JYD

View full text Add to dashboard Cite

After-school programs are potential contexts that may promote positive youth development (PYD) and reduce problem behaviors among African American children. One way after-school programs may be associated with reduced problem behaviors is by fostering an affirming sense of identity. Prior research on racial–ethnic identity among African American children and adolescents has shown that a positive and affirming sense of identity is related to less maladaptive coping, yet little is known about how after-school programs may foster an affirming sense of identity and lead to reduced problem behaviors. The current study adds to this discourse by investigating how children’s connection to staff and peers in after-school settings is associated with racial–ethnic identity (as measured by racial–ethnic affirmation) and reduced problem behaviors. Participants were 186 African American children ages 7–11 (M = 8.44; SD = 1.10) who completed surveys in the LEGACY Together Afterschool research project. Data were collected at 55 community-based after-school programs. Results indicated that positive racial–ethnic affirmation mediated the association between after-school connectedness and problem behaviors, such that child-report of connectedness—that is feeling safe and happy in the after-school programs—was directly related to positive racial–ethnic identity and indirectly to reduced problem behaviors. These findings underscore the importance of supportive after-school programs that encourage meaningful interactions among staff and children that are nurturing and affirming to children’s identities.

show abstract

Section: Research On After-school Context Racial-ethnic Identity and ...mentioning

confidence: 99%

After-School Connectedness, Racial–Ethnic Identity, Affirmation, and Problem Behaviors

Augustine¹,

Smith

Witherspoon

2022

JYD

View full text Add to dashboard Cite

show abstract

“…These contributions of theory to ideas about how PYD-promoting programs should be designed may be identified in literature reviews of, literally, hundreds of studies that sought to identify the different sets of attributes of youth development programs that are linked to indicators of positive youth development (e.g., Eccles & Gootman, 2002;Lerner, 2004;Roth & Brooks-Gunn, 2003;Vandell et al, 2015). The reviews provide remarkably consistent-and thus cross-validating-evidence for both causal and correlational associations between participation in youth development programs and youth attributes that reflect positive development (e.g., positive racial identity; Yu et al, 2019).…”

Section: Conceptualizing Pyd Programsmentioning

confidence: 99%

Positive Youth Development in 2020: Theory, Research, Programs, and the Promotion of Social Justice

Lerner

Murry

et al. 2021

J of Research on Adolesc

Self Cite

View full text Add to dashboard Cite

We use Hamilton’s (1999) tripartite conception of the positive youth development (PYD) literature – that is, PYD as a theoretical construct, PYD as a frame for program design, and PYD as an instance of specific youth development programs – as a framework for reviewing scholarship involved in the PYD field across the second decade of the 21st century. Advances were made in all three domains and, as well, new issues emerged; chief among them was a focus on the promotion of social justice. We discuss ways in which social justice issues are being addressed within each of these domains and we present a vision for enhancing the PYD‐social justice relation in future scholarship involving theory, research, program design, and community‐based PYD programs.

show abstract

“…For example, Yu et al (2019) asked questions about the psychological adjustment and educational outcomes of African American and Latinx children using PVEST as a theoretical guide. Accordingly, they included racial-ethnic and cultural constructs in conceptualizing what may lead to positive outcomes.…”

Section: Mixture Modeling Through a Quantcrit Lens: Three Moments For Interventionmentioning

confidence: 99%

“…Furthermore, Lardier et al (2019) and Yu et al (2019) provide examples of how to think carefully about the measures selected. Through engaging with theoretical frameworks that address oppression, and by challenging the narrative of youth of color as deficit, the researchers moved toward employing measures of "success" that are conscious of the experiences of people of color and attuned to the way many standards of success are normed in the service of more privileged groups.…”

Section: Moment 1: Development Of the Research Question(s) And Identification Of Analysis Variablesmentioning

confidence: 99%

Using QuantCrit to Advance an Anti-Racist Developmental Science: Applications to Mixture Modeling

Suzuki

Morris

Johnson

2021

Journal of Adolescent Research

View full text Add to dashboard Cite

How researchers use statistical analyses shapes their research toward or away from an anti-racist agenda. In this article, we demonstrate how developmental scientists can use the QuantCrit framework to critically examine the process of conducting quantitative analyses. In particular, we focus on mixture modeling to clearly demonstrate how the integration of QuantCrit can be achieved within a statistical technique. We first summarize the tenets of QuantCrit and how it has turned the lens of critical race theory onto quantitative methodology. Second, we provide a summary of the key concepts of mixture modeling. The main section of the article is organized according to three “moments” that occur in quantitative research: (1) development of the research question(s) and identification of analysis variables; (2) decision-making about the role of race in planned analyses; and (3) interpretation of the results through a theoretical framework. We describe each moment, illustrate how researchers can use QuantCrit principles within it, and offer as examples empirical articles from adolescent research where these strategies have been implemented during mixture modeling. It is our hope that readers will identify moments in their own analyses in which these (and other) principles could be applied.

show abstract

Exploring racial–ethnic pride and perceived barriers in positive youth development: A latent profile analysis

Cited by 13 publications

References 132 publications

After-School Connectedness, Racial–Ethnic Identity, Affirmation, and Problem Behaviors

After-School Connectedness, Racial–Ethnic Identity, Affirmation, and Problem Behaviors

Positive Youth Development in 2020: Theory, Research, Programs, and the Promotion of Social Justice

Using QuantCrit to Advance an Anti-Racist Developmental Science: Applications to Mixture Modeling

Contact Info

Product

Resources

About