Peers, Policies, and Place: The Relation Between Context and Ethnic/Racial Identity

Seaton, Eleanor K.; Quintana, Stephen M.; Verkuyten, Maykel; Gee, Gilbert C.

doi:10.1111/cdev.12787

Cited by 31 publications

(49 citation statements)

References 56 publications

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“…This history of developmental theory came to the fore as our Study Group worked to chart a lifespan model of ERI development. Cognizant of this history, and responsive to recent calls and commentaries addressing diversity and equity in developmental science (McLean & Syed, 2015;Rogers, 2019;Seaton et al, 2017;Syed et al, 2018;Umaña-Taylor et al, 2014), we were intentional in our efforts to think through the universal conceptualization of ERI processes, not as acontextual or acultural, but as a shared human experience that is varied by sociocultural affordances and constraints (Spencer, 1995;Velez & Spencer, 2018). We see ERI and development not as separate from overall identity development, but as basic to it.…”

Section: Five Questions For Eri Scholarshipmentioning

confidence: 99%

Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development

Rogers¹,

Kiang

White

et al. 2020

Research in Human Development

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When does ERI development begin and end? 2. How do we account for age-dependent and contextually-initiated factors in ERI? 3. Should there be a reference point for healthy ERI, and if so, what is it? 4. How do the multiplicities of identity (intersectionality, multiracialism, whiteness) figure into our conceptualization of ERI? 5. How do we understand the role of ERI in pursuit of equity, diversity, and social justice? 2 ROGERS ET AL.

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Section: Five Questions For Eri Scholarshipmentioning

confidence: 99%

Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development

Rogers¹,

Kiang

White

et al. 2020

Research in Human Development

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show abstract

“…Although this work was critically important for the field, the focus on basic process betrays the ongoing calls for greater consideration of a contextualized account of ERI development (Verkuyten, 2016;Way & Rogers, 2015), as well as the view that contextualized development should, itself, be considered "basic" (Gjerde, 2004). This limitation was addressed, in part, through a second special issue of Child Development focused explicitly on context and ERI (Seaton, Quintana, Verkuyten, & Gee, 2017). Those articles made important contributions to understanding the relational context of ERI, in particular (e.g., Santos, Kornienko, & Rivas-Drake, 2017), but the collection did not include any serious examination of how context itself is conceptualized.…”

mentioning

confidence: 99%

Toward a New Understanding of Ethnic‐Racial Settings for Ethnic‐Racial Identity Development

Syed

Juang

Svensson

2018

J of Research on Adolesc

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The purpose of this conceptual article is to advance theory and research on one critical aspect of the context of ethnic-racial identity (ERI) development: ethnic-racial settings, or the objective and subjective nature of group representation within an individual's context. We present a new conceptual framework that consists of four dimensions: (1) perspective (that settings can be understood in both objective and subjective terms); (2) differentiation (how groups are defined in a setting); (3) heterogeneity (the range of groups in a setting); and (4) proximity (the distance between the individual and the setting). Clarifying this complexity is crucial for advancing a more coherent understanding of how ethnic-racial settings are related to ERI development.

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“…Our specific sets of social identities (e.g., race, class, gender, sexuality) influence how we are socially located and how we experience social life, including racial discrimination and oppression (Apollon, 2011a(Apollon, , 2011bBigler & Hughes, 2009;Harro, 2013; see also Cross, 1991;Cross et al, 2017;Helms, 1990;Seaton, Quintana, Verkuyten, & Gee, 2017;Shih & Sanchez, 2009;Sleeter, 1992;Tatum, 1992;Thompson & Carter, 1997). In a system of racial oppression, our racial identities position how we experience and thus examine and understand race and racism.…”

Section: Racial Socializationmentioning

confidence: 99%

Walking on egg shells: colorblind ideology and race talk in teacher education

Rudnick

2019

Multicultural Education Review

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Background/Context: Teacher education students in the U.S., regardless of their personal beliefs, knowledge, and levels of awareness, are racially positioned to participate in an education system and society embedded in colorblind ideology. More research is needed that describes the ways in which colorblind ideology informs how teacher education students understand and talk about race, racism, and education. This study addresses this knowledge gap by focusing on the dispositional and discursive narratives of individual teacher education students and their relationship to larger ideological, institutional, and structural contexts. Purpose: The purpose of this study is to examine how teacher education students understand and talk about race, racism, and education in the context of colorblind ideology. This study narrows the research lens to focus deeply on the vantage points of teacher education students, their life histories and experiences, and how they think and talk about race, racism, and education, both generally and within their teacher education program. Research Design: Using critical race theory as a conceptual framework and grounded theory as a methodology, I developed an interview series with six teacher education students. Findings: Analysis of the interviews revealed five integrated themes about colorblind ideology, and the race talk of teacher education students: (1) racial socialization; (2) feeling and dealing with race talk; (3) abstract liberalism; (4) the pitfalls of good intentions; and (5) institutional challenges. Conclusions/Recommendations: This study pushes the field to (1) consider a more comprehensive understanding of colorblind ideology; and (2) develop more empirical work on the relationship between colorblind ideology, race talk, and teacher education. The study recommends that teacher education professors and programs should cultivate color-conscious spaces, and provide and encourage ongoing, sustainable professional development opportunities on issues of race and racism for faculty, staff, and students.

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Peers, Policies, and Place: The Relation Between Context and Ethnic/Racial Identity

Abstract: This manuscript introduces the special section, Context and Ethnic/Racial Identity.

Cited by 31 publications

References 56 publications

Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development

Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development

Toward a New Understanding of Ethnic‐Racial Settings for Ethnic‐Racial Identity Development

Walking on egg shells: colorblind ideology and race talk in teacher education

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