Sociopolitical Development

Although many studies have examined lived experiences of racism and resistance in various contexts, relatively little research has examined such experiences among Black youth within the workplace-particularly in the Canadian context. In this study I use qualitative analyses of narrative interviews with 24 Black Canadian youth and young adults (aged 16-35) to examine the impact of dominant cultural narratives on lived experiences of workplace racism and resistance. Findings are presented using theatrical games as a central conceptual metaphor, suggesting that: (a) dominant cultural narratives have a major impact on relational dynamics of oppression in the workplace; (b) identity performance is a critical strategy for negotiating dominant cultural narratives in the workplace; and (c) panopticism (the internalized gaze) is a significant aspect of internalized oppression. Implications for future research and action are discussed.

Section: Discussionmentioning

confidence: 99%

Section: Resistancementioning

confidence: 99%

Dominant Cultural Narratives, Racism, and Resistance in the Workplace: A Study of the Experiences of Young Black Canadians

Hasford

2016

“…Although there is growing research on positive youth development and Afrocentric approaches over the past two decades (e.g., Watts, Williams & Jagers, 2003), much of the existing psychological literature on African-American adolescent development focuses on negative outcomes (Eitle, Gunkel & Van Gundy, 2004;McGee, 2003); the inclusion of positive elements in the lives of youth are often conceptualized as buffers for negative influences or preventative factors for negative outcomes (e.g., Brook & Pahl, 2005;Jagers et al, 2007;Li et al, 2007). While there is an increasing focus on positive factors in the lives of adolescents leading to positive outcomes, more strengths-based research and more integration of positive and negative contributors to a range of positive and negative outcomes is necessary to fully understand the developmental processes of African-American adolescents.…”

Section: Researchmentioning

confidence: 99%

Thriving Among African‐American Adolescents: Religiosity, Religious Support, and Communalism

Gooden

McMahon

2016

While research has identified some positive factors in the lives of African-American adolescents, there is limited, yet growing, empirical research examining how positive factors foster thriving for these youth. Using a positive youth development framework, we examined naturally occurring factors that promote thriving among African-American adolescents. This cross-sectional study included 152 youth who were surveyed at five Black churches in a large Midwestern city. Using MPlus, the structural regression model results revealed support for a model that demonstrated religiosity, religious support, and communalism are significantly and directly related to thriving among African-American adolescents. Implications for theory, research and practice are discussed. Moving from a deficit lens to a strengths-based approach can facilitate understanding of developmental processes and provide a foundation for supporting and enhancing positive outcomes among African-American adolescents.

“…Democratic school climate is expected to predict more frequent civic discussion, which in turn is hypothesized to be related to higher levels of civic responsibility and intention to participate in civic activities in the future. Civic discussions encourage reflection on topics pertaining to the civic domain, thus nurturing feelings of responsibility toward the common good (Freire, 1990;Prilleltensky and Prilleltensky 2006;Watts et al 1999Watts et al , 2003. 3.…”

Section: The Proposed Conceptual Modelmentioning

confidence: 99%

How School can Teach Civic Engagement Besides Civic Education: The Role of Democratic School Climate

Lenzi

Vieno

Sharkey

et al. 2014

Civic engagement, defined as involvement in community life, is influenced by reciprocal relationships between individuals and contexts and is a key factor that contributes to positive youth development. The present study evaluates a theoretical model linking perceived democratic school climate with adolescent civic engagement (operationalized as civic responsibility and intentions for future participation), taking into account the mediating role of civic discussions and perceived fairness at school. Participants were 403 adolescents (47.9 % male) ranging in age from 11 to 15 years old (mean age = 13.6). Path analysis results partially validated the proposed theoretical model. Higher levels of democratic school climate were associated with higher levels of adolescent civic responsibility; the association was fully mediated by civic discussions and perceived fairness at school. Adolescents' civic responsibility, then, was positively associated with a stronger intention to participate in the civic domain in the future.