Acculturation, Identity Development, and Social Justice

2014 ◽  
pp. 71-90
Keyword(s):  
Social Justice ◽  
Identity Development

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.

scholarly journals The access network: Supporting the construction of social justice physics identities through student partnerships

2019 ◽  
Vol 3 (2) ◽  
pp. 44-61
Author(s):  
Daniel Lee Reinholz ◽  
Adriana Corrales ◽  
Amelia Stone-Johnstone
Keyword(s):  
Social Justice ◽  
Identity Development ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Qualitative Interviews ◽  
Access Network ◽  
Key Factors ◽  
Physical Sciences ◽  
National Network ◽  
Predicting Success

This paper explores the intersections of Students as Partners (SaP) and identity development. While identity and sense of belonging are known to be key factors for predicting success and persistence in STEM, less is known about how student partnerships can provide space for students to develop their identities. To explore this space, we focus on the Access Network, a coalition funded by the National Science Foundation (NSF) of student-run programs that aims to improve equity in the physical sciences. Qualitative interviews with six student participants showed how SaP created opportunities for students to develop social justice physics identities, which allowed them to bridge traditional notions of what it means to be a physicist with their own social justice commitments. This paper contributes to the rapidly growing SaP literature by studying student partnerships at the scale of a national network of institutions, which contrasts studies that focus on more localized contexts, such as teaching and learning in a single classroom.

scholarly journals Exploring Youth Participatory Action Research in Urban Schools: Advancing Social Justice and Equity-Based Counseling Practices

2020 ◽  
Vol 12 (1) ◽  
pp. 27-43
Author(s):  
Amy L. Cook ◽  
Ian Levy ◽  
Anna Whitehouse
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Action Research ◽  
Identity Development ◽  
Participatory Action Research ◽  
School Counselor ◽  
Learning Experience ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Counseling Practice

Youth Participatory Action Research (YPAR) is emerging as a group counseling practice that focuses on topics that are of personal interest to youth and aims to promote social change. Although YPAR has been found to facilitate critical consciousness, assist with youth self-identity development, and promote social change, few researchers have examined its application in counseling. The present study explored six school counselor trainees’ perceptions of YPAR as a therapeutic intervention and its impact on counseling skill development and how it relates to multicultural and social justice counseling competencies. The themes that resulted from the Interpretative Phenomenological Analysis for YPAR as a counseling practice were: (1) fun, interactive, youth-centered approach, not like counseling or therapy, (2) implementation of challenges requiring planning, time, and commitment, (3) collaborative supports to step out of comfort zone, overcome initial hesitancy, and welcome new learning experience, (4) development of counseling skills and confidence as a counselor, and (5) understanding differences and increasing self-awareness and advocacy skills. Discussion and implications for school counseling practice are provided.

scholarly journals Reflections of a Social Justice Counselor in Training: What Action Research Has Meant to Me

2011 ◽  
Vol 3 (2) ◽  
pp. 71-85 ◽  
Author(s):  
Amy Johnson Howton
Keyword(s):  
Social Justice ◽  
Action Research ◽  
Identity Development ◽  
Professional Identity ◽  
Sense Of Place ◽  
Lessons Learned ◽  
Professional Identity Development ◽  
Field Action ◽  
Action Researcher ◽  
The Impact

This article details my professional identity development as a social justice counselor and the role that action research has played in supporting my development. As an action researcher and social justice counselor, I have come to understand my location in the larger field of counseling as an “outsider-within” (Collins, 1990), positioned in the “borderlands” (Anzaldua, 1987) of the field. Action research helped me to understand how this positioning creates both opportunity and challenge for me personally and professionally. I describe three key lessons learned from my work as an action researcher that translate to my envisioned role as a counselor: 1) the impact of power and privilege on relationships 2) the significance of the process itself, and finally, 3) change is messy. I argue that my own struggle to secure for myself a sense of place and legitimacy within the field of counseling reflects a similar struggle to that being experienced by social justice counseling in general within the larger field of counseling.

Learning, making and flourishing in non-formal spaces: Participatory arts and social justice

2020 ◽  
pp. 174619792097180
Author(s):  
Peter Wright ◽  
Barry Down ◽  
Christina Davies
Keyword(s):  
Social Justice ◽  
Young People ◽  
Identity Development ◽  
Developmental Trajectories ◽  
Life Outcomes ◽  
Learning Spaces ◽  
The Arts ◽  
Award Winning ◽  
Participatory Arts ◽  
Regional Australia

This article considers Participatory Arts and sociocultural understandings of justice and praxis through the example of Big hART, an Australian multi-award winning provider where both artists and participants – often disenfranchised and marginalised young people – co-create the work (Matarasso, 2018). Enacting social justice principles, Big hART works alongside young people to improve their life outcomes through arts practice strengthening young people’s critical capabilities by inducting them as both makers and responders to their own lives and the world around them. Drawing on three years of ethnographic research across three sites in rural and regional Australia we highlight how multidimensional and multi-modal arts-based projects contribute to young people’s lives through theorising the attributes and dimensions of twenty productive conditions and practices identified as essential for social change. These possibilities are important as when these conditions are purposefully enacted, the power of the arts for sense-making and identity development is revealed in non-formal learning spaces. Theoretically unpacking these conditions and practices and linking them with research outcomes helps build understanding of the generative power of Participatory Arts through the ways Big hART builds bridges between young people and their communities and the developmental trajectories they may take through being ‘at-promise’ rather than ‘at-risk’.

scholarly journals Critical Autobiography as Research

2017 ◽  
Author(s):  
Anthony Walker
Keyword(s):  
Social Justice ◽  
Identity Development ◽  
Educational Practice ◽  
Personal Knowledge ◽  
Social Constructs ◽  
Systemic Thinking ◽  
Research And Practice ◽  
Norms And Values ◽  
The Social ◽  
Critical Autobiography

Identity is a reflection of how people view themselves within the social structure (Campbell, 2010; Hill & Thomas, 2000). Too often these identities are mirror images of normalized labels and affiliations defined by, and through, social norms and values. Introspective of social constructs and teachings of normalcy, often times one’s identity and status is never questioned (Ramsey, 2004). Juxtaposing systemic thinking with personal knowledge, this article offers insights into the uses and contributions of critical autobiographical research as a both paradigm of research and practice. This article seeks to link the application of critical autobiography with educational practice and theory to promote social justice, identity development, and lifelong learning.

Progressive Christian Communities as Sites for LGBTQ Collective Action and Civic Behavior

2020 ◽  
Author(s):  
Barrett Scroggs ◽  
Debra McKnight
Keyword(s):  
Social Justice ◽  
Identity Development ◽  
Collective Action ◽  
Church Attendance ◽  
Minority Group ◽  
Group Identification ◽  
Well Being ◽  
Religious Identities ◽  
Christian Communities ◽  
Christian Churches

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals have historically been considered non-religious. This disconnect has typically been due to the anti-LGBTQ stances that many religions have taken. However, as many Christian denominations begin to take more open and progressive stances on issues related to sexuality, gender, and identity, there are some in the LGBTQ community who desire and are able to reconcile their LGBTQ and religious identities. This is especially true for members of the LGBTQ community who grew up in Christian spaces. Prior research has explored LGBTQ participation in religious communities and has found that participation in these activities has positive implications for the well-being of the LGBTQ community. However, despite the growing number of Christian churches welcoming members of the LGBTQ community, the literature has not explored the implications for LGBTQ collective action and civic behavior within the context of progressive church communities. Participation in social justice work, whether in formal or informal ways, can offer individuals an altruistic outlet to become actively involved in causes impacting the world around them. This social justice work may include attending a justice-themed rally, volunteering for an organization promoting equality, or engaging in dialogue with others to promote a justice-themed cause. Social justice work like this can be a form of activism, which has been found to be an important stage of LGBTQ identity development. Prior research has found that higher levels of minority group identification are associated with a higher likelihood of participation in collective action and that higher levels of church attendance are associated with higher levels of civic participation. The church has historically been a space for social justice behavior and thus can connect LGBTQ individuals to a deeper passion for social justice and civic behavior. Members of the LGBTQ community are able to reconcile their LGBTQ and religious identities. And through the connection to a church, they can engage in collective action connected to LGBTQ-related and other issues (e.g., women’s rights, the environment, poverty, immigration, and housing).

Aspiring Social Justice Ally Identity Development: A Conceptual Model

NASPA Journal ◽  
2007 ◽  
Vol 43 (4) ◽  
Author(s):  
Keith E. Edwards
Keyword(s):  
Social Justice ◽  
Identity Development ◽  
Student Affairs ◽  
Conceptual Model ◽  
Student Affairs Professionals ◽  
Self Reflection ◽  
Social Justice Allies ◽  
Ally Identity

Individuals who are supportive of social justice efforts are not always effective in their anti-oppression efforts. Some who genuinely aspire to act as social justice allies are harmful, ultimately, despite their best intentions, perpetuating the system of oppression they seek to change. Different underlying motivations of those who aspire to be allies can lead to differences in effectiveness, consistency, outcome, and sustainability. The conceptual model presented here, using underlying motivation to frame the different issues and challenges facing those who are aspiring allies, is offered as a tool for student affairs professionals’ self-reflection and developing students as allies for social justice.

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