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

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.

Whiteness and the Rainbow: White LGBTQ+ College Students’ Racial Identity Development

LGBTQ+ communities and spaces on college campuses are often known as white-centered spaces, implicitly or explicitly excluding students of color. While White LGBTQ+ students may experience marginalization and exclusion on the basis of their sexual orientations and/or gender identities, they may unwittingly perpetuate oppression on the basis of race. Utilizing Helms’ (1990) white racial identity development model, this study explored how White LGBTQ+ college students understand their racial identity and white privilege. The sample of 12 White LGBTQ+ college students was drawn from a larger four-year longitudinal qualitative study of LGBTQ+ college student success. In early interviews, students either did not discuss their white racial identity or did not view their white racial identity as a salient aspect of their identity. However, students increasingly spoke about their white identities, race, and racism in later interviews. Interpersonal experiences, academic engagement, and national events provided access points for White LGBTQ+ students to talk about race and their white identities. Implications for research and practice with White LGBTQ+ college students and in LGBTQ+ campus spaces are discussed.

Exploring Complexities: Multiracial Black Women - Racism, Sexism and Resistance

This Major Research Paper (MRP) is a qualitative research study which features the narratives of two afro-Canadian women. My aim was to explore the unique experiences of racism and sexism experienced by mixedrace individuals. The research question asks: how do multiracial black women experience, understand, and resist anti-black racism and sexism? Critical Race Feminism (CRF) is the theoretical framework used to analyse participant narratives. This study uses phenomenology as a research method; data is collected through two semi-structured interviews. Five primary themes arose during the interviews: including a) racial identity; b) racism and microaggressions; c) sexism and patriarchal culture; d) internalized racism; and e) self-preservation and resilience. The findings revealed that racial identity development is a subjective, discursive, and complex process that is influenced by community and culture and racialization. Participants’ narratives revealed that experiences with racism frequently take form in subtle yet impactful microaggressions. Sexist microaggressions and patriarchal workplace culture were identified as sources of gender-based marginalization promoting invisibility. Findings revealed that internalized racism is a psychological consequence of subconsciously indoctrinating racist discourse. Self-reflection, dialogue, and community building were revealed to be useful methods for multiracial black women’s self-preservation and remaining resilient in a patriarchal white supremacist settler society.

Exploring Complexities: Multiracial Black Women - Racism, Sexism and Resistance

This Major Research Paper (MRP) is a qualitative research study which features the narratives of two afro-Canadian women. My aim was to explore the unique experiences of racism and sexism experienced by mixedrace individuals. The research question asks: how do multiracial black women experience, understand, and resist anti-black racism and sexism? Critical Race Feminism (CRF) is the theoretical framework used to analyse participant narratives. This study uses phenomenology as a research method; data is collected through two semi-structured interviews. Five primary themes arose during the interviews: including a) racial identity; b) racism and microaggressions; c) sexism and patriarchal culture; d) internalized racism; and e) self-preservation and resilience. The findings revealed that racial identity development is a subjective, discursive, and complex process that is influenced by community and culture and racialization. Participants’ narratives revealed that experiences with racism frequently take form in subtle yet impactful microaggressions. Sexist microaggressions and patriarchal workplace culture were identified as sources of gender-based marginalization promoting invisibility. Findings revealed that internalized racism is a psychological consequence of subconsciously indoctrinating racist discourse. Self-reflection, dialogue, and community building were revealed to be useful methods for multiracial black women’s self-preservation and remaining resilient in a patriarchal white supremacist settler society.

An examination of educator multicultural attitudes before and after a diversity dinner dialogue

Purpose The demographic make-up of students in US public schools is becoming increasingly diverse, and a need exists to train teachers in multicultural competence. Despite this need, little research addresses multicultural competence training for in-service teachers. In this pilot study, we aimed to implement an intervention, known as a diversity dinner dialogue (DDD), in which elementary and university educators read the same diversity-related book, then gathered over dinner to discuss the book and its implications in their work. Design/methodology/approach This study used a pre-experimental study and measured participants’ reactions to the intervention, as well as changes in multicultural attitudes immediately and six months after the training. Findings Findings indicated that participants had positive reactions to the DDD, yet multicultural attitudes decreased after the training, a potential indication that participants encountered racial identity development processes during the intervention. Research limitations/implications Further research is needed on DDDs and interventions affecting educator multicultural attitudes in K-12 schools and higher education. Originality/value This study contributes a new potential intervention for use in K-12 school and university partnerships that may support the development of culturally responsive teaching practices and catalyze participant experiences in racial identity development processes.

Developing a Conceptual Framework of Black Women’s Gendered Racial Identity Development

Previous research has identified contextual factors that influence gendered racial identity development among Black women. Less is known about the specific process of Black women’s gendered racial identity development and the meaning Black women ascribe to their gendered racial identity. In the current study, we sought to identify phases of this process and the types of gendered racial ideologies that Black women endorse during their identity development. Drawing on intersectionality and Black feminist theory, we analyzed the data to center these findings within the unique sociocultural context of Black women’s experiences. A total of 19 Black women at a large, predominantly White Southeastern public university participated in semi-structured individual interviews about their gendered racial identity development. Using constructivist grounded theory to guide our data analysis, we found four phases of the developmental process (hyperawareness, reflection, rejection, and navigation), each of which was influenced by various factors unique to Black women’s intersectional experiences. We also found six gendered racial ideologies (assimilation, humanist, defiance, strength, pride, and empowerment), which represent Black women’s values, beliefs, and attitudes toward their gendered racial identity. We found that Black women utilized aspects of their gendered racial identity in ways to protect themselves from gendered racism and intersectional oppression. Researchers, practitioners, educators, and policy makers can utilize this conceptual framework to increase their critical awareness of the complexity of Black women’s gendered racial identity development.

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

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.

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

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.