"The World Isn't Black and White": Adolescent Youth of Color Reflect on School Ethnic-Racial Climate, Context, and Identity in Middle School

Autor/inn/en	Tina M. Durand; Ronnie Blackwell
Titel	"The World Isn't Black and White": Adolescent Youth of Color Reflect on School Ethnic-Racial Climate, Context, and Identity in Middle School
Quelle	In: Psychology in the Schools, 62 (2025) 3, S. 788-802Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tina M. Durand)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.23355
Schlagwörter	Forschungsbericht; Middle School Students; Minority Group Students; Public Schools; Ethnic Diversity; Racial Relations; Student Attitudes; White Students; Predominantly White Institutions; Racial Identification; Ethnicity; Teacher Behavior; Peer Relationship; Cultural Pluralism; Cultural Awareness + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Public school; Öffentliche Schule; Schülerverhalten; Ethnizität; Teacher behaviour; Lehrerverhalten; Peer-Beziehungen; Kulturpluralismus; Cultural identity; Kulturelle Identität
Abstract	Contemporary scholars of race contend that the long-heralded "American Dream" rhetoric continues to thrive within the ideology of colorblindness, whereby race is deemed insignificant. Public schools are not insulated from this, and recent political assaults the teaching of "divisive" concepts have already had a chilling effect on classroom content, posing a threat to the affirmation of racially marginalized students. Using qualitative interviews, we examined the salience of ethnicity-race and ethnic-racial identity for students of varied ethnic-racial groups (n = 22) in a middle school community that was ethno-racially diverse, but where White students constituted a large segment of the population. Guided by critical race theory (CRT) and phenomenological variant of ecological systems theory (PVEST), our analyses generated five thematic categories upon which ethnicity-race were relevant to students: learning and appreciation for diversity, ethnic-racial identity, teacher behaviors, student treatment, and same-race peer connections and support. Findings are discussed in terms of implications for teachers and counselors to stand in solidarity with youth in challenging hegemonic whiteness in schools. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08