Centering Ethnic-Racial Identity in Culturally Responsive Home-School Collaborations With Black and Latine Youth

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Identity in Spaces (Table 23)

Abstract

Teachers receive little training in having meaningful conversations about ethnicity and race in the classroom, yet such conversations are common and often prioritized among Black and Latine families. Developmental psychology research has demonstrated the relationship between ethnic-racial identity and youths’ positive developmental outcomes, and the influence of both family and school ethnic-racial socialization processes on the degree to which youth ethnic-racial identity is affirmed. In this paper, the researchers present an interdisciplinary framework that incorporates insights from the fields of developmental psychology, curriculum studies, and teacher education. The framework can be used in professional development to help teachers affirm the ethnic-racial identities of their Black and Latine students and employ critically conscious socialization practices at school.

Authors

• Hillary Parkhouse, Virginia Commonwealth University

• Thea Leticia Racelis, Virginia Commonwealth University

• Chelsea Williams, Virginia Commonwealth University

• Fantasy T. Lozada, Virginia Commonwealth University

• Jesse Senechal, Virginia Commonwealth University

• Chandler Golden, Virginia Commonwealth University