Application of the Enduring Legacy of the Integrative Model to Investigating White Adolescent Ethnic-Racial Identity Development

IF 4.4 2区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Human Development Pub Date : 2023-11-02 DOI:10.1159/000534965

Megan Satterthwaite-Freiman, Adriana Umaña-Taylora

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引用次数: 0

Abstract

Intervening in White youths’ ethnic-racial identity (ERI) development during adolescence can support the development of positive anti-racist ideologies and behaviors that challenge privilege and oppression, increase awareness of and reduce implicit bias, and embrace positive intergroup contact attitudes; yet, little is known within developmental science regarding how White adolescents develop their ERI within the United States’ sociohistorical context. Thus, this paper reviews the current literature on White ERI development and applies the Integrative Model (García Coll et al., 1996) through its keen attention to how structures of power, privilege, and oppression have a direct impact on various environments and experiences for young people, to White youths’ ERI development. The social stratification of whiteness, ethnic-racial socialization in White families, school ethnic-racial socialization, and color-evasive and anti-racist adapting cultural systems are explored as mechanisms that impact White adolescents’ ERI development within a macrosystem characterized by white supremacy.

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综合模式的持久遗产在白人青少年族群-种族认同发展研究中的应用

在青少年时期干预白人青年的民族-种族认同(ERI)发展，有助于白人青年形成积极的反种族主义思想和行为，挑战特权和压迫，提高对内隐偏见的认识，减少内隐偏见，接受积极的群体间接触态度;然而，在发展科学中，关于白人青少年如何在美国社会历史背景下发展他们的ERI知之甚少。因此，本文回顾了目前关于白人ERI发展的文献，并通过关注权力、特权和压迫结构如何对年轻人的各种环境和经历产生直接影响，将整合模型(García Coll et al.， 1996)应用于白人青年的ERI发展。在以白人至上主义为特征的宏观系统中，白人的社会分层、白人家庭的种族-种族社会化、学校的种族-种族社会化以及回避肤色和反种族主义的适应文化系统是影响白人青少年ERI发展的机制。

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来源期刊

Human Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： Distinguished by its international recognition since 1958, "Human Development" publishes in-depth conceptual articles, commentaries, and essay book reviews that advance our understanding of developmental phenomena. Contributions serve to raise theoretical issues, flesh out interesting and potentially powerful ideas, and differentiate key constructs. Contributions are welcomed from varied disciplines, including anthropology, biology, education, history, philosophy, psychology, and sociology.