If They Only Disrespect Us a Little, and the Story is Interesting, I Keep Watching: Navigation of Ethnic Media Gratifications by Latino Teens

2021 ◽  
pp. 074355842110621
Author(s):  
Nicole Martins ◽  
Amy Gonzales ◽  
Dana Mastro
Keyword(s):  
Identity Development ◽  
English Language ◽  
Racial Identity Development ◽  
Latino Adolescents ◽  
Negative Stereotypes ◽  
Ethnic Media ◽  
Program Selection ◽  
Identity Based ◽  
Group Concept ◽  
Media Choices

The goal of this study was to apply insights from social identity gratifications and ethnic/racial identity development frameworks to better understand how adolescents perceive, select, and avoid media content which has the potential to damage self-and group-concept. We conducted focus groups with 32 Latino adolescents aged 13 to 15. We found mixed evidence that youth prioritized the ethnicity of characters in program selection. Most referenced personality or age as the primary identity-based factors of interest. Although students widely recognized negative stereotypes of Latinos in mainstream English-language media, this did not overwhelmingly dictate media choices, seemingly due to lack of alternative choices. In contrast, Spanish language programming offered a positive alternative to English-language media and may serve identity needs. The theoretical and practical implications are discussed.

scholarly journals Ethnocultural Competence Development in Teaching the English Language to Kalmyk High School Students

2021 ◽  
Vol 2021 (1) ◽  
pp. 182-192
Author(s):  
Tatiana V. Basanova
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
English Language ◽  
Competence Development ◽  
English Language Teaching ◽  
Complex Nature ◽  
School Students ◽  
Socialization Process ◽  
Related Information

Developing ethnocultural competence by teaching a foreign language is considered to be a contribution to ethnic identity development that is the aim of ethnic socialization process. The present article describes the content of the English language teaching in the process of ethnocultural competence development. Thematic and procedural aspects are distinguished. Each one has a complex nature and contributes to profound considering ethnic related information by Kalmyk students at high school.

scholarly journals Self-Care: An Ethical Imperative for Anti-Racist Counselor Training

2021 ◽  
Author(s):  
Michelle Mitchell ◽  
Erin Binkley
Keyword(s):  
Social Justice ◽  
Racial Identity ◽  
Identity Development ◽  
Counselor Training ◽  
Change Agents ◽  
Self Care ◽  
Racial Identity Development ◽  
Dominant Culture ◽  
Ethical Imperative ◽  
Development Models

Attention has been given to multicultural counseling, social justice and advocacy work over the last several decades; with this in mind, it is essential Counselors educators work as anti-racist change agents to understand the role of self-care in advocacy and be armed with self-care strategies based upon racial identity standing. Working through the lens of racial identity development models, educators will learn ways to support students of the dominant culture in engaging in self-care without initiating oppressive behaviors, and conversely will learn strategies to assist Black, Indigenous, Persons of Color (BIPOC) in enacting self-care without assisting in their own oppression. Thus, the purpose of this conceptual manuscript is to (a) provide a rationale for self-care as an ethical imperative, (b) introduce self-care strategies to employ while supporting anti-racist andragogy through intentional wellness, and (c) call students to build self-care routines focused on multiculturalism and social justice.

K–12 School Counselors Utilizing Critical Race Theory to Support the Racial Identity Development and Academic Achievement of African American Males

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Brandee Appling ◽  
Shanel Robinson
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Racial Identity ◽  
Critical Race Theory ◽  
Identity Development ◽  
School Counselors ◽  
African American Males ◽  
Racial Identity Development ◽  
Race Theory ◽  
K 12

This article examines the role of racial identity development in the academic achievement of African American adolescent males. Through the lens of critical race theory (CRT), we highlight how K–12 school counselors may support and enhance the schooling experiences of African American males by understanding and acknowledging how racial identity development may impact academic achievement. A focus on CRT in education emphasizes the continual persistence of racism ingrained in K–12 education located within the educational opportunities, curriculum, representation, and teacher perception of African American males. We offer insight into how school counselors may work to decrease barriers to achievement by analyzing the effect race and gender have on the identification, retention, and underachievement of their African American male students.

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