Something You Can See, Hear, and Feel: A Descriptive, Exploratory Mixed-Methods Analysis of Youths’ Articulations About Racism

Abstract

This descriptive, exploratory, sequential mixed-methods study investigated youths’ articulations about racism via an open-ended survey question, and the extent to which these articulations differed based on youths’ demographic characteristics. This study included 384 youth who identified as African American ( n = 98), Latinx/o/Hispanic ( n = 74), Asian/Pacific Islander ( n = 52), Multiracial ( n = 38), Native American ( n = 20), and White ( n = 100). Youth were between 14 and 18 years of age ( Mage = 16.66, SD = 1.28) and were primarily cisgender girls (51.3%) followed by cisgender boys (44.5%) and transgender (4.2%) youth. Thematic analysis was used to analyze youths’ responses, finding that youth displayed an analysis of intrapersonal/interpersonal racism, structural racism, and color-evasive ideology. Cross-tabulation analysis revealed that youth from lower socioeconomic statues (SES) were more likely than higher SES youth to describe racism as an intrapersonal/interpersonal phenomenon, and girls and transgender youth were more likely than boys to express a structural analysis of racism. Study findings suggest that youths’ beliefs about racism are multidimensional and primarily characterize racism as an intrapersonal/interpersonal phenomenon. Results may be used to inform the development of youth programs that aim to discuss racism in critical ways.

Showing Up: A Theoretical Model of Anti‐Racist Identity and Action for Latinx Youth

“…Informed by the above literatures, we argue that Latinx youth’s critical analysis of racism is multidimensional: it includes the ability to recognize racial issues, experiences, dynamics, and disparities that are blatant and subtle; a recognition of institutional and structural racism; and an understanding of how different levels of racism are interconnected (Bañales, Aldana, et al., 2021; Neville et al., 2013; Spanierman & Smith, 2017; Watts et al., 1999). Foundational to a critical analysis of racism is an understanding that White people are the beneficiaries of unearned racial privileges that are rewarded through daily life experiences (e.g., not having to show identification when identification protocol is mandated) that are fueled by the structure of institutions (e.g., policies that enable people to ask for identification from those who look “suspicious”) (Neville et al., 2013; Tatum, 2017).…”

“…This sense of linked fate can also be expressed through the formation of cross‐racial solidarity or allyship, or when one person stands up for another person or in support for another with a different social identity when they face discrimination (Fish et al., 2021). Effective cross‐racial allyship is linked with other critical racial consciousness skills, such as the ability to reflect on how one’s own personal racial experiences are different from others, perceptions that others’ racial discrimination experiences are unjust, a willingness to challenge these discriminatory experiences by putting one’s privilege on the line, and actual involvement in behaviors that challenge racism (Aldana et al., 2019; Bañales, Aldana, et al., 2021). For example, Latinx college students endorsed Black Liberation goals and Intersectional values of BLM (Yoo et al., 2021) and engaged in BLM activities at similar levels as their Black peers (Hope et al., 2016), suggesting that Latinx youth might express a sense of linked fate with (non‐Latinx) Black people.…”

“…A critical analysis of racism is predicated on youth’s racism awareness, or the ability to recognize race‐related phenomena, issues, or disparities in society, the country, and the world (Hope et al., 2015; Rowley et al., 2008). Racism operates on interpersonal, cultural, institutional, and structural levels (Jones, 1983; Neblett, 2019), and youth may learn to recognize these levels of racism throughout adolescence (Bañales, Aldana, et al., 2021, Bañales, Lozada, et al., 2021; Constante et al., 2021; Richards‐Schuster & Aldana, 2013). Interpersonal racism involves people’s endorsement of stereotypes, prejudice, and involvement in verbal and physical forms of racial discrimination (Bonilla‐Silva, 2017; Jones, 1997; Tatum, 2017).…”

“…Latinx youth who identified with a Latin American national origin label (e.g., Mexican, Cuban) reported higher levels of ethnic centrality than those who identified as White (Stein et al., 2017). However, ERI resolution and centrality among Latinx youth must be considered in the context of racialization processes, more generally, as people’s notions and awareness of race and racism in the United States may inform their ERI (Bañales, Aldana, et al., 2021; Quiñones‐Rosado, 2020). Accordingly, an understanding of the psychological processes that inform Latinx youth’s anti‐racist action development requires grounding in interdisciplinary and intersectional perspectives.…”

The Associations between Contextual and Cultural Stressors, Internalizing Symptoms, and Social Support

“…Furthermore, as youth age, they may shed or lessen their “just world belief,” seeing the world and society as a place where they will be treated fairly (Lerner, 1998; Scholz & Strelan, 2021). Youth, even during early adolescence, may recognize interpersonal racism, and as these youth age and enter middle to late adolescence, they may become more aware of institutional or structural racism (Bañales et al., 2021). Nevertheless, youth of color can articulate the multidimensional nature of oppression and more specifically, racism (Wray‐Lake et al., 2018).…”