Learning for Equity: Exploring the Relationship Between Ethnic-Racial Identity Projects and Youth Development in Brazil

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 3
  In Roundtable Session: Critical Examination of Race, Ethnicity, Class, and Gender Roundtable: Trajectories and Outcomes, Experiences of Black and Latiné Youth

Abstract

Persistent ethnic-racial disparities in Brazilian education disproportionately affect Afro-Brazilian students. This study examines whether school-based ethnic-racial identity (ERI) projects are associated with improved student outcomes using data from 4,199 students across 71 schools (Equidade.info database). Multilevel models show that ERI initiatives are linked to higher academic self-concept, civic engagement, and capacity or willingness to self-label racially. ERI exposure also correlates with reduced school-based racial misclassification of Afro-Brazilian youth, specifically the whitening of Brown (‘pardos’) students' identities. Effects on academic stress and school belonging were mixed, suggesting nuanced effects. These outcomes underscore the potential of ERI initiatives to foster more equitable learning environments, contributing to the growing body of evidence on the benefits of ERI-focused educational approaches.

Author

• Julia Callegari, Northwestern University