scholarly journals Developing a White anti-racism identity

Groupwork ◽  
2013 ◽  
Vol 23 (1) ◽  
pp. 7
Author(s):  
Kathryn K. Berg ◽  
Shirley R. Simon
Keyword(s):  
Identity Development ◽  
Peer Support ◽  
Undergraduate Students ◽  
White Students ◽  
Group Structure ◽  
Essential Elements ◽  
European American ◽  
Group Model ◽  
White People ◽  
Safe Environment

<p><i>This paper describes and assesses a seven session psycho-educational group on anti-racism identity development for White European-American undergraduate students at a midwestern U.S. university. It is predicated on the premise that Whiteness can simultaneously privilege and harm White people, and that White students have the potential to become personally invested in the challenging of systematic racism. It is also based on the idea that a group structure presents an ideal format for addressing this topic. Peer support, a safe environment, and information are requisites for facilitating personal exploration of this sensitive subject. A group model for addressing this topic is presented and assessed. Key considerations, essential elements, strengths and weaknesses, suggestions for replication and further research are discussed.</i></p>

Multicultural Competence Building Blocks: Multicultural Psychology Courses Promote Multicultural Knowledge and Ethnic Identity

2021 ◽  
pp. 009862832110318
Author(s):  
José A. Soto ◽  
Jasmine A. Mena ◽  
Marcela Borge ◽  
Michael R. Stoyer ◽  
Dawn P. Witherspoon ◽  
...  
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Undergraduate Students ◽  
White Students ◽  
Course Design ◽  
Building Blocks ◽  
Online Discussions ◽  
Multicultural Psychology ◽  
Multicultural Knowledge ◽  
Psychology Courses

Background: Literature on undergraduate multicultural psychology instruction is limited. Prior research has included primarily White samples, yielded mixed results, and largely ignored assessment of learning in skills-based domains such as ethnic identity development. Objective: We aimed to replicate and extend prior research by examining growth in multicultural knowledge and ethnic identity among students in multicultural psychology courses and considering possible moderators of this growth. Method: Multicultural knowledge and ethnic identity were measured before and after the semester among 169 undergraduate students enrolled in multicultural psychology courses. Results: Multicultural knowledge and ethnic identity significantly increased from before to after, but important moderators also emerged. Knowledge increase was greater among White students, while ethnic identity increased the most among White students with no multicultural experience in courses employing small-group, online discussions. Conclusion: Our findings replicate prior research by showing that multicultural courses can effectively promote multicultural knowledge and extend our understanding by demonstrating that other aspects of competence such as ethnic identity can also increase among students of these courses. Teaching Implications: The benefits of multicultural psychology instruction are evident. However, variability in outcomes based on student and course characteristics suggests that instructors should consider these critical factors in course design.

scholarly journals Pedagogies of Race: The Politics of Whiteness in an African American Studies Course

2011 ◽  
Vol 34 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Regina V. Jones
Keyword(s):  
White Students ◽  
White Privilege ◽  
Primary Role ◽  
Race And Racism ◽  
White People ◽  
Race And Gender ◽  
Black And White ◽  
Historical Texts ◽  
And Gender ◽  
American Society

This paper evaluates students' arguments for a color-blind society to avoid discussions related to the continued existence of racism in USA culture. Relatedly, this writer finds that as an black woman her status as facilitator in the classroom is directly challenged, on occasion, and that race and gender play a primary role in students' perception of classroom material and how she is perceived. Classroom discussions related to historical texts reveal that structures of domination have slanted perception of black and white people in U.S. culture. Finally, a key to open dialogue about race and racism, primarily for white students, is to explain and demonstrate the invisibility of whiteness or white privilege in American society.

scholarly journals Exposure to Domestic Violence and Identity Development among Adolescent University Students in South Africa

2012 ◽  
Vol 110 (3) ◽  
pp. 791-800 ◽  
Author(s):  
Malose S. Makhubela
Keyword(s):  
South Africa ◽  
Domestic Violence ◽  
Identity Development ◽  
Undergraduate Students ◽  
Physical Violence ◽  
Child Exposure ◽  
Exposure To Domestic Violence ◽  
Domestic Violence Exposure ◽  
Median Split ◽  
The Relationship

This study examined the relationship between exposure to domestic violence and identity development in a sample of 108 undergraduate students with an average age of 18.7 yr. from University of Limpopo in South Africa. There were more women ( n = 64; 58.7%) in the study than men ( n = 45; 41.3%). Participants were classified into high and low domestic violence exposure groups on the basis of a median split in physical violence scores from the Child Exposure to Domestic Violence Scale (CEDV). Exposure was then compared with identity development as measured by the Ochse and Plug Erikson scale. The results indicated a significant mean difference between the two groups on identity development. Furthermore, exposure to domestic violence was significantly associated with lower scores for identity development as represented by subscales measuring trust, autonomy, initiative and other Eriksonian constructs. Implications and limitations of the study are discussed.

scholarly journals FORMAL SCHOOLING AND THE PROCESS OF IDENTITY CONSTRUCTION: EXPERIENCES OF MALAYSIAN YOUTHS IN ‘BAD’ SCHOOLS

2020 ◽  
Vol 2 (4) ◽  
pp. 78-89
Author(s):  
Dianna Suzieanna Mohamad Shah ◽  
Airil Haimi Mohd Adnan
Keyword(s):  
Identity Development ◽  
Identity Construction ◽  
Undergraduate Students ◽  
Sense Of Self ◽  
Formal Schooling ◽  
Research Participants ◽  
Construction Of Identity ◽  
Human Lifespan ◽  
Teenagers And Young Adults ◽  
Self Discovery

In human lifespan development, identity construction is central within social and personal experiences, even more so for teenagers and young adults (youths) who are looking for their sense of self and own identity. The construction of identity involves the growth of a whole person and the development of a stable sense of self. At the same time, the process of identity construction causes some youths to become self-conscious about how others perceive them; this usually results in repeated self-discovery and identity experiment cycles. Their identities are thus constructed and reconstructed as they try out different role types in different settings, such as in schools. The focus of this research paper is to examine the experience of formal schooling and how it relates to the identity process of Malaysian youths. Employing qualitative face-to-face interviews, data were collected from six research participants from a private university in Selangor, Malaysia who were purposively selected for this empirical research. Three criteria for participant selection were used: That they have been in rural schools for most of their lives, the schools adopt a very didactic focus, and the schools have a limited number of highly trained and motivated teachers; in other words, they have experienced being in ‘bad’ schools. The research participants were selected from two different academic programs: Three undergraduate students from Bachelor in Teaching English as a Second Language (TESL) and another three from the Bachelor in Law program. Two research questions were posed. First, where does the experience of formal schooling figure in the identity construction of these youths? And second, what roles do the formal experience of schooling play in the lifespan identity development of these youths? Although not generalisable to all youths in Malaysia, the experiences of the participants contribute to advancing our knowledge of identity construction through the process of formal schooling.

scholarly journals Nutrition Tea Club; engaging students in reading scientific papers.

2016 ◽  
Author(s):  
Ellie Cameron ◽  
Rania Hamdi ◽  
Aisha Idowu ◽  
Hilda Mulrooney
Keyword(s):  
Learning Environment ◽  
Peer Support ◽  
Undergraduate Students ◽  
Scientific Literature ◽  
Formal Learning ◽  
Noisy Environment ◽  
Research Partnership ◽  
Core Skill ◽  
Scientific Papers ◽  
Academic Year

Many students do not engage with reading the scientific literature, which is a core skill in undergraduate students. The learning environment has an important impact upon learning. It was postulated that taking reading out of the formal learning environment might impact upon students’ willingness to engage with the literature, and confidence in doing so. A staff-student research partnership initiative funded by Kingston University allowed this hypothesis to be tested. Three Tea Club sessions, informal drop-in reading sessions were offered in a student-owned space within the Students’ Union. Refreshments were supplied, aiming for a ‘coffee house’ feel. Although the numbers of students who engaged with the Tea Club were small, evaluations were positive. In particular students valued the opportunity for peer learning. However the chosen environment was too noisy. Future sessions will be offered within a different, less noisy environment with facilities for refreshments, and will be offered throughout the academic year to facilitate student engagement.Keywords: Learning environment, peer support, extracurricular, scientific reading

scholarly journals A data-driven model of the COVID-19 spread among interconnected populations: epidemiological and mobility aspects following the lockdown in Italy

2021 ◽  
Author(s):  
Paolo Di Giamberardino ◽  
Daniela Iacoviello ◽  
Federico Papa ◽  
Carmela Sinisgalli
Keyword(s):  
Group Structure ◽  
Human Mobility ◽  
Epidemiological Data ◽  
Group Model ◽  
Disease Evolution ◽  
Analytical Stability ◽  
Containment Measures ◽  
Disease Diffusion ◽  
The Impact ◽  
Second Wave

AbstractAn epidemic multi-group model formed by interconnected SEIR-like structures is formulated and used for data fitting to gain insight into the COVID-19 dynamics and into the role of non-pharmaceutical control actions implemented to limit the infection spread since its outbreak in Italy. The single submodels provide a rather accurate description of the COVID-19 evolution in each subpopulation by an extended SEIR model including the class of asymptomatic infectives, which is recognized as a determinant for disease diffusion. The multi-group structure is specifically designed to investigate the effects of the inter-regional mobility restored at the end of the first strong lockdown in Italy (June 3, 2020). In its time-invariant version, the model is shown to enjoy some analytical stability properties which provide significant insights on the efficacy of the implemented control measurements. In order to highlight the impact of human mobility on the disease evolution in Italy between the first and second wave onset, the model is applied to fit real epidemiological data of three geographical macro-areas in the period March–October 2020, including the mass departure for summer holidays. The simulation results are in good agreement with the data, so that the model can represent a useful tool for predicting the effects of the combination of containment measures in triggering future pandemic scenarios. Particularly, the simulation shows that, although the unrestricted mobility alone appears to be insufficient to trigger the second wave, the human transfers were crucial to make uniform the spatial distribution of the infection throughout the country and, combined with the restart of the production, trade, and education activities, determined a time advance of the contagion increase since September 2020.

scholarly journals Unique Opportunities: Influence of study abroad on Black students

2016 ◽  
Vol 28 (1) ◽  
pp. 61-77 ◽  
Author(s):  
Jasmine A. Lee ◽  
Qiana Green
Keyword(s):  
Higher Education ◽  
Identity Development ◽  
Study Abroad ◽  
Black Students ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Positive Outcomes ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Studying Abroad

Higher education scholars argue studying abroad results in multiple positive outcomes for undergraduate students; however, Black students continue to be underrepresented as study abroad participants. Utilizing analytic Afrocentricity as the theoretical framework, case study methodology, and semi-structured interviews, this paper furthers higher education research by exploring the influences of study abroad experiences in South Africa on Black undergraduate students. Findings indicate not only positive outcomes on racial identity development, but also academic and career aspirations, and conducting undergraduate research.

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