“Here I can just be myself”: How youth and adults collaboratively develop an identity‐safe community across difference

Abstract

The aim of this study was to investigate the development of identity safety-where all participants are valued, included, and can engage without fear of stigmatization-among underrepresented youth and adults in a community-based youth development program. Qualitative in-depth interviews were conducted daily with three youth and two adult mentors about their experiences in the program (a total of 32 interviews). Data analysis revealed that participants developed identity safety through engaging in programmatic activities that explored youth's identities, practicing authenticity in daily interactions, and facilitating dynamic communication across intergenerational friendships. Participants described sustaining identity safety through formal social support spaces, mutual support in group settings, and peer support. Ultimately, these experiences set the foundation for youth and adults to engage in positive risk-taking and self-reflection. Implications for researchers and youth development programs are discussed. K E Y W O R D S community building, identity safety, positive risk-taking, underrepresented youth, youth-adult partnerships This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Marginalized youth participation in a civic engagement and leadership program: Photovoice and focus group empowerment activity

“…The combination of focus group and photovoice data reinforced and demonstrated achievement of program goals such as empowerment, community awareness, and intended civic engagement, similar to previous research on this topic (Aldana et al, 2021; Bashore et al, 2017; Carlson et al, 2006; Pritzker et al, 2012; Wilson et al, 2007). Participating in a diverse and safe group program activity allowed the teens to openly reflect on their identity, as was described by Rubin et al (2021). Program participants identified racial disparities that, in their view, presented challenges to accessing educational opportunities.…”

The role of teacher critical racial consciousness in cultivating student–teacher relationships and school belonging for Black, Indigenous, and youth of color

“…Creating spaces at school that foster belonging for BIYOC where they feel safe, supported, and welcome as BIYOC is crucial. The social support that inclusive spaces provide can buffer the effects of stressful events, including racialized school experiences (Rubin et al, 2021). Studies have found that BIYOC who experience greater school belonging, in turn, have participated in more community‐based activities, had greater self‐efficacy, and experienced greater ethnic identity (Christens et al, 2015; Lardier et al, 2018).…”

“…Environments welcoming to student identities are characterized by resisting the normal and predictable ways that racism and other systems of oppression manifest in school, and as such, require a minimum level of critical consciousness of teachers to provide. These spaces foster belonging to a school community which can bolster self-worth and self-esteem (Rubin et al, 2021) and can counter stereotype threat (Steele et al, 2002). Inclusive social environments that affirm racial and ethnic identities increase engagement in school and avoid creating "feelings of racial inferiority" (Cooper, 2012).…”