Exploring the Theoretical Potential of Montessori for Positive Identity Formation for Black and Latine/x Students

• In Event: Montessori Environments and Their Impact

Abstract

This theoretical paper explores how the Montessori pedagogy can facilitate positive identity formation among Black/Latine/x youth. Self-directed learning empowers young people to control their learning, aligning goals with their interests and self-actualization. For Black/Latine/x youth facing racism and marginalization, positive identity formation is critical for flourishing. According to the Phenomenological Variant of Ecological Systems Theory, self-appraisal in the face of risks shapes the identity of marginalized youth. Traditional models often fail students of color prompting calls for equitable, student-driven approaches. This paper explores how the Montessori approach, which offers individualized exploration, may promote positive identity formation. This theoretical exploration of a potential exemplar model for nurturing Black/Latine/x youth identity and flourishing can help inform future research and practice.

Authors

• Elyse L. Postlewaite, Montclair State University

• Jennifer Brown Urban, Montclair State University

• Bridgette Williams, Kulima Montessori