Vulnerability and Resiliency of African
Vulnerability and Resiliency of African American Youth Spencer & Swanson, 2016
These critiques are framed in ways that account very little for the active participation of people in producing and using the cultural contexts that surround them. This is surprising, considering the stated importance of self-efficacy. For example, a sociolinguistic approach…
Culture is framed as an influencer, not as a resource
Not sure what to make of: parenting adults emphasize humanistic values over more ethnic speci c parenting practices and values social ambiguity of the nation speci cally concerning Blacks had more to do with the nation’s Whites experiencing a clash between the American creed and what were actually everyday anti-American practices. the honorary White status accorded some Asian American ethnicities is gener- ally not protested but is accepted as an underacknowledged protective factor like the failure of individuals to acknowl- edge the fact of the Holocaust or that the nation’s rst Black president is an American citizen—albeit with the name Barack Obama — as both a historic and contempo- rary fact, there have always been pockets of individuals comfortable with distorting history as a way of accept- ing dehumanizing practices for overall economic and individual-level gains.
Django Paris’s critique will help here. People are not just passively “part of a culture"
the literacy rates for Black boys at third grade are framed and disseminated broadly as the critical statistic used for determining the number of prisons requiring construction (see Neal & Rick, 2014) -> Not claimed in that article…
a dire prognosis for males of African descent
HWSC de nes resilience as students’ success in over- coming aversive barriers, created by poverty, as expressed through completing high school and obtaining some post–high school training.
Wong, Cheng, Ngan, and Ma’s research (2011) on restorative justice could be valuable to me in thinking about journalism app stuff.
Prilleltensky (2008) asserted that power is always re ected in political processes which create condi- tions impacting psychological processes. We have framed the historical in uences and research on vulnerability and resilience within this orientation.
Risk vs. Vulnerability: Risk ought to be used when the unit of analysis is the group.
Phenomenological research has shown the value of accounting for the youth perspective in designing empir- ical studies but also for interpreting ndings within a developmental orientation.
It’s harder to do research in diverse settings: This issue is often addressed in discussing the implication of ndings, but it is not frequently raised in considering future research strategies.
Eyerman (2001) argued that “[t]here is a difference between trauma as it affects individuals and as a cultural process. As a cultural process trauma is linked to the formation of collective identity and the construction of collective memory” (p. 1). During the last 20 to 25 years, American media has consistently projected an expectation for citizens to be their own individuals, independently creating the life they envision, and take their piece of the “American Dream.” The literature suggests that this type of socialization does not work well with an ethnic group whose highest value lies in relationships between people (Akbar, 1996; Degruy, 2005).
—> What about tree-based analyses, in which groups and individuals are studied?
Group membership as social identi ers, including gender, race, immigration status, skin color, ethnicity, and socioeconomic position, in uences the availability and accessibility of resiliency supports. The American Creed frequently prevents candid discussion of social differences in group-associated treatment. —> Yes, we must acknowledge the non-universality of experience
Phenomenological Variant Of Ecological Systems Theory
a conceptual commitment to the universality of human vulnerability and its dual contributors as protective factors and risks allows for greater exploration of the “how” of outcomes and not just the “what” as a development-speci c product.
—> Could the “acting white” dillema be partially resolved by situations in which nonwhite students have opportunities for legitimate peripheral participation in the values of school?