Stephanie M. Curenton, Keshia Harris, Shana E. Rochester, Jacqueline Sims, Nneka Ibekwe-Okafor
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Promoting racial literacy in early childhood: Storybooks and conversations with young black children
Racial literacy as defined by Stevenson (2014) is an important cultural resistance strategy (e.g., positive coping strategy) for Black children and youth because it gives them the skills needed to survive in a racist society. Stevenson’s work, along with the work of several of his colleagues, focuses on adolescents and those in middle childhood, yet it has inspired us to postulate how racial literacy might be fostered in young children (ages 3–8). In this article, we propose a theoretical model for how racial literary can be fostered within shared-reading contexts using racially affirming storybooks coupled with conversations grounded in the principles of ethnic-racial socialization. We also propose that these conversations result in both a direct influence on racial literacy and an indirect influence via positive ethnic-racial identity and emotion regulation and understanding.
期刊介绍:
Child Development Perspectives" mission is to provide accessible, synthetic reports that summarize emerging trends or conclusions within various domains of developmental research, and to encourage multidisciplinary and international dialogue on a variety of topics in the developmental sciences. Articles in the journal will include reviews, commentary, and groups of papers on a targeted issue. Manuscripts presenting new empirical data are not appropriate for this journal. Articles will be obtained through two sources: author-initiated submissions and invited articles or commentary. Potential contributors who have ideas about a set of three or four papers written from very different perspectives may contact the editor with their ideas for feedback.