This book demonstrates and explicates the work of scholars and practitioners who are exploring the interconnectedness of racial and ethnic identity scholarship to human development in order to promote successful pedagogical practices and services. Racial and ethnic identity issues are brought directly to schooling so that teaching-learning experiences, psychological services, and counseling practices within the educational process can be made more effective for a greater number of students. By acknowledging that the racial and ethnic psychological experiences of individuals are consequential, the volume:
* Provides scholars and students in psychology, educational psychology, counseling, and teacher preparation programs with current research on racial and ethnic identity formation and human development.
* Explains why traditional theories of human development, which lack racial and ethnic dimensions and which have evolved exclusively from a Eurocentric perspective, are problematic.
* Documents current best practices from psychology, educational leadership, counseling, and teaching and classroom practices that support the claim that practitioners who are aware of racial and ethnic identity (their own and others) are better prepared to respond to students from their own background as well as those from other racial, ethnic, and cultural backgrounds.
Part I explains why the relationship among racial identity, ethnic identity, and human development is critical to schooling and provides the conceptual framework guiding and unifying subsequent chapters. In Part II, current research in racial and ethnic identity is presented and discussed. Challenges and strategies for multicultural practices are the focus of Part III.
This book's goal is to help researchers, practitioners, and graduate students whose work directly intersects educational issues and the needs of children within the school environment to interpret and contextualize relevant research and theory, and to bridge theory into practice.
Table of Contents
Contents: Preface. Part I: Racial and Ethnic Identity Theory and Human Development. C.W. Branch, Race and Human Development. W.E. Cross, Jr., L. Strauss, P. Fhagen-Smith, African American Identity Development Across the Life Span: Educational Implications. T.Q. Richardson, T.J. Silvestri, White Identity Formation: A Developmental Process. M.P.P. Root, The Biracial Baby Boom: Understanding Ecological Constructions of Racial Identity in the 21st Century. R.H. Sheets, Human Development and Ethnic Identity. Part II: Research on Racial and Ethnic Identity Theory and Human Development. S.J. Lee, "Are You Chinese, or What?" Ethnic Identity Among Asian Americans. D. Deyhle, M. LeCompte, Cultural Differences in Child Development: Navajo Adolescents in Middle Schools. N. Rodriguez, M. Ramirez, III, M. Korman, The Transmission of Family Values Across Generations of Mexican, Mexican American, and Anglo American Families: Implications for Mental Health. R.H. Sheets, Relating Competence in an Urban Classroom to Ethnic Identity Development. Part III: Challenges and Strategies for Multicultural Practices. E.R. Hollins, Relating Ethnic and Racial Identity Development to Teaching. G. Gay, Ethnic Identity Development and Multicultural Education. A.L. Reynolds, Working With Children and Adolescents in the Schools: Multicultural Counseling Implications. E. Taylor, Lessons for Leaders: Using Critical Inquiry to Promote Identity Development.
"There are several admirable features of this book. For example, throughout all the chapters, a clear effort is made to link the psychological theories and research to educational practices, and every chapter ends with a helpful section on the implications for school practices of the material discussed in the chapter. This feature will make the book extremely useful for multicultural educational practitioners."
—Infant and Child Development
"A very important and timely text....Does an excellent job of expanding the boundaries of human development research by combining racial/ethnic identity scholarship with more traditional theories of human development and the implications of these for practice."
—Sandra Winn Tutwiler