Poetic Expressions: Students of Color Express Resiliency Through Metaphors and Similes
TL;DR: The after-school City School Outreach youth program captured the attention of high school male students by offering them a physically and psychologically safe environment to talk about issues they faced as mentioned in this paper.
Abstract: The after-school City School Outreach youth program captured the attention of high school male students by offering them a physically and psychologically safe environment to talk about issues they faced. The students of color who attended the program used various forms of creative written expression (i.e., poetry, spoken word, and hip hop) to document and share their lived realities as African American and Latino youth. An analysis of their writings and subsequent interviews revealed a variety of coping strategies and resources that these resilient adolescent males of color used to transcend adversity in their environment. When adolescent males of color have a strong sense of cultural pride and awareness, they are able to construct a healthy self-concept that assists them in acts of agency and resistance against negative psychological forces in their environment. These students used familial and nonfamilial support mechanisms, such as peers, church, and mentors, to assist them in reducing the stressful im...
Citations
More filters
Journal Article•
TL;DR: In this paper, the authors present the Black Male Development Initiative (BMDI) as a strategy for Black males on campus and discuss their personal experiences and memories of moments where they become aware of similarities and differences among people.
Abstract: Race and Racism w “Why Are All the Black Kids Sitting Together in the Cafeteria?” featuring Dr. Beverly Tatum’s book. w “Recovering from Racism: Redefining What it Means to be White.” w “50th Anniversary of Brown vs. Board of Education.” w “The Mis-Education of the Negro” featuring Dr. Carter Woodson’s book. w “Moving Past the Margins: Creating successful strategies for Black males on campus,” presenting the Black Male Development Initiative (BMDI). w “He had a Dream... What is Yours?” Addressing Dr. King’s “I Have a Dream” speech and its current relevance in our society. w “Demystifying Malcolm X.” w “Racial Stereotyping and Responses to Terrorism.” w “Racial Stereotyping – Responding to Fear.” w “Free, White and (over) 21: Being White in a Multicultural World.” w “Constructing Race and Ethnicity in the 21st Century.” w “How did I Learn about Culture and Race?” Sharing your personal experiences and memories of moments where you become aware of similarities and differences among people. w “ABC: American-Born... and Confused?” w “The Invisible Asian: Where are the Asians in Diversity?” w “100 Years of Race Talk: Is It Enough?”
1,031 citations
TL;DR: In this paper, a post-structuralist theory and the study of gendered childhoods are used to identify the subjects of childhood knowledge and reading and writing a vision of femininity.
Abstract: Post-structuralist theory and the study of gendered childhoods the subjects of childhood knowledge and the subjects of reading and writing a vision of femininity? (masculine) transformations sexuality deconstructive reading writing beyond the male-female dualism.
593 citations
421 citations
TL;DR: In this paper, the authors present a literature review on the role of school in adolescents' identity development from different research fields and to provide schools and teachers with insights into how adolescents’ identity development can be supported.
Abstract: Schools can play an important role in adolescents’ identity development. To date, research on the role of school in adolescents’ identity development is scattered across research fields that employ different theoretical perspectives on identity. The aim of this literature review was to integrate the findings on the role of school in adolescents’ identity development from different research fields and to provide schools and teachers with insights into how adolescents’ identity development can be supported. Using constant comparative analysis, 111 studies were analyzed. We included articles on personal and social identity and on school-related identity dimensions. Three groups of studies emerged. First, studies on how schools and teachers unintentionally impact adolescents’ identity showed that, at school, messages may unintentionally be communicated to adolescents concerning who they should or can be through differentiation and selection, teaching strategies, teacher expectations, and peer norms. Second, studies on how schools and teachers can intentionally support adolescents’ identity development showed that different types of explorative learning experiences can be organized to support adolescents’ identity development: experiences aimed at exploring new identity positions (in-breadth exploration), further specifying already existing self-understandings (in-depth exploration), and reflecting on self-understandings (reflective exploration). The third group suggests that explorative learning experiences must be meaningful and situated in a supportive classroom climate in order to foster adolescents’ identity development. Together, the existing studies suggest that schools and teachers are often unaware of the many different ways in which they may significantly impact adolescents’ identity development.
113 citations
Cites background from "Poetic Expressions: Students of Col..."
...…(Rogers, Morrell, & Enyedy, 2007; Vianna & Stetsenko, 2011), three ethnographic studies that do not explicitly adopt a particular perspective (Hall, 2007; Hardee & Reyelt, 2009; Muhammad, 2012), and one theoretical study in which various perspectives on identity are combined (Henfield,…...
[...]
...Various theoretical articles, that either do not explicitly mention a perspective on identity development (Hall, 2007), or combine various perspectives on identity development (Harrell-Levy & Kerpelman, 2010; Ligorio, 2010), also argued that engaging adolescents in (internal) dialogues can help…...
[...]
TL;DR: The authors use the notion of White racial framing to move outside of the traditional arguments for or against transracial adoption to instead explore how a close analysis of the adoptive parents’ racial instructions may serve as a learning tool to foster more democratic and inclusive forms of family and community.
Abstract: In this article, the authors examine White parents’ endeavors toward the racial enculturation and inculcation of their transracially adopted Black children. Drawing on in-depth interviews, the authors identify and analyze themes across the specific race socialization strategies and practices White adoptive parents used to help their adopted Black children to develop a positive racial identity and learn how to effectively cope with issues of race and racism. The central aim of this article is to examine how these lessons about race help to connect family members to U.S. society’s existing racial hierarchy and how these associations position individuals to help perpetuate or challenge the deeply embedded and historical structures of White supremacy. The authors use the notion of White racial framing to move outside of the traditional arguments for or against transracial adoption to instead explore how a close analysis of the adoptive parents’ racial instructions may serve as a learning tool to foster more democratic and inclusive forms of family and community.
75 citations
Cites background from "Poetic Expressions: Students of Col..."
...Resiliency is a protective mechanism that is requisite for individuals to successfully struggle against racism (Hall, 2007; Phinney, Cantu, & Kurtz, 1997)....
[...]
References
More filters
TL;DR: In this paper, a post-structuralist theory and the study of gendered childhoods are used to identify the subjects of childhood knowledge and reading and writing a vision of femininity.
Abstract: Post-structuralist theory and the study of gendered childhoods the subjects of childhood knowledge and the subjects of reading and writing a vision of femininity? (masculine) transformations sexuality deconstructive reading writing beyond the male-female dualism.
593 citations
TL;DR: In this article, an examination of which students are most likely to be suspended, expelled, or removed from the classroom for punishment, reveals that minorities (especially Blacks and Latinos), males, and low achievers are vastly overrepresented.
Abstract: Throughout the United States, schools most frequently punish the students who have the greatest academic, social, economic, and emotional needs An examination of which students are most likely to be suspended, expelled, or removed from the classroom for punishment, reveals that minorities (especially Blacks and Latinos), males, and low achievers are vastly overrepresented The enactment of zero tolerance policies related to discipline in school districts has contributed to a significant increase in the number of children who are being suspended and expelled from school This article explains why this has occurred and puts forward an alternative approach to discipline that is aligned with the educational mission of schools
503 citations
Additional excerpts
...…dropout, delinquency, adolescent parenting, sexual violence, depression, suicide, and homicide (Ferguson, 2001; Fine, 1991; Gibbs, 1988; Noguera, 2003; Ogbu, Copyright © 2007 Prufrock Press, P.O. Box 8813, Waco, TX 76714 sum m ary The after-school City School Outreach youth program…...
[...]
01 Jan 2005
TL;DR: In this article, the authors study the role of positive adaptation in the development of resilience in children and adolescents and propose a framework to measure resilience in the context of bullying and violence.
Abstract: Preface.- Part I: Overview.- Why Study Resilience Sam Goldstein, Robert B. Brooks.- Resilience Processes in Development: Four Waves of Research on Positive Adaptation in the Context of Adversity Margaret O'Dougherty Wright, Ann S. Masten, Angela J. Narayan.- Reconceptualizing Resilience Howard B. Kaplan.- Resilience in Gene-Environment Transactions Zhe Wang, Kirby Deater-Deckard.- Relational Resilience in Girls and Young Females Judith V. Jordan.- What Can We Learn About Resilience From Large-Scale Longitudinal Studies? Emmy E. Werner.- Part II: Environmental Issues.- Poverty in Childhood and Adolescence: A Transactional-Ecological Approach to Understanding and Enhancing Resilience in Contexts of Disadvantage and Developmental Risk Robert D. Felner, Melissa L. DeVries.- Family Violence and Parent Psychopathology: Implications for Children's Socioemotional Development and Resilience Sara R. Jaffee.- Understanding and Promoting the Development of Resilience in Families Susan M. Sheridan, Tara M. Sjuts, Michael J. Coutts.- Resiliency in Maltreated Children and Adults Shadi Houshyar, Joan Kaufman, Melissa DeVries.- Part III: Resilience as a Phenomenon in Childhood Disorders.- Resilience and the Disruptive Disorders of Childhood Sam Goldstein, Richard Rider.- From Helplessness to Optimism: The Role of Resilience in Treating and Preventing Depression in Youth Karen Reivich, Jane E. Gillham, Tara M. Chaplin, Martin E.P. Seligman.- Resilience and Self-Control Impairment Wai Chen, Eric Taylor.- Part IV: Assessment.- Measuring Resilience in Children: From Theory to Practice Jack Naglieri, Paul A. LeBuffe, Katherine M. Ross.- Assessment of Social Emotional Competencies Related to Resilience Jack Naglieri, Paul A. LeBuffe, Valerie Shapiro.- The Resiliency Scales for Children and Adolescents: Constructs, Research and Clinical Application Sandra Prince-Embury.- Part V: Resilience in the Clinical and School Settings.- Resilience and Positive Youth Development: A Relational Developmental Systems Model Richard Lerner, Jennifer P. Agans, Miriam R. Arbeit, Paul A. Chase, Michelle B. Weiner, Kristina L. Schmid, Amy Eva Alberts Warren.- A Resilience Framework for Treating Severe Child Trauma David A. Crenshaw.- Resilience and the Child with Learning Disabilities Nicole Ofiesh, Nancy Mather.- Promoting Educational Equity in Disadvantaged Youth: The Role of Resilience and Social-Emotional Learning Building Educational Opportunity Jazmin A. Reyes, Maurice J. Elias, Sarah J. Parker, Jennifer Rosenblatt.- Resilience through Violence and Bullying Prevention in Schools Jennifer Taub, Melissa Pearrow.- Caring for the Caregiver: Promoting the Resilience of Teachers Mary Mackrain, Jennifer L. Fleming, Paul A. LeBuffe.- Enhancing Resilience in Classrooms Beth Doll.- Creating a Positive School Climate: A Foundation for Resilience Jonathan Cohen.- Part VI: Shaping the Future of Children and Adults.- Positive Adaptation, Resilience and the Developmental Asset Framework Arturo Sesman, Jr., Marc Mannes, Peter C. Scales.- The Power of Parenting Robert B. Brooks.- Building Resilience in Children: A Public Health Approach Emily B. Winslow, Irwin N. Sandler, Sharlene A. Wolchik, Colleen Carr.- Enhancing the Process of Resilience Through Effective Thinking Myrna B. Shure, Bonnie Aberson.- Part VII: Conclusions.- The Future of Children Today Robert B. Brooks, Sam Goldstein.
499 citations
Book•
01 Jan 1993
TL;DR: In this paper, a post-structuralist theory and the study of gendered childhoods are used to identify the subjects of childhood knowledge and reading and writing a vision of femininity.
Abstract: Post-structuralist theory and the study of gendered childhoods the subjects of childhood knowledge and the subjects of reading and writing a vision of femininity? (masculine) transformations sexuality deconstructive reading writing beyond the male-female dualism.
494 citations
"Poetic Expressions: Students of Col..." refers background in this paper
...Hence, the socialization of shared knowledge and experiences with significant others partially construct the adolescent identity (Davies, 1993)....
[...]
TL;DR: This study examined the characteristics that differentiated resilient from nonresilient school-age youths, with a focus on self-regulation skills, in terms of having greater self-regulatory skills and self-esteem, as well as in receiving more active parental monitoring.
Abstract: As part of a larger investigation of very low income families, this study examined the characteristics that differentiated resilient from nonresilient school-age youths, with a focus on self-regulation (e.g., executive function, emotion regulation) skills. Resilience was operationally defined in a robust and comprehensive manner using well-established instruments that measured children's emotional well-being and mental health. Controlling for other explanatory variables, including differences in the experience of negative life events and chronic strains, resilient youths were notably different from nonresilient youths in terms of having greater self-regulatory skills and self-esteem, as well as in receiving more active parental monitoring. Study findings are discussed with regard to the theoretical framework of self-regulation and their implications for preventive intervention.
465 citations
"Poetic Expressions: Students of Col..." refers background in this paper
...Rolando’s peer group experience has expanded his knowledge of his dual culture and enhanced his positive feelings related to self-esteem and self-worth—two 237Volume 18 ✤ Number 2 ✤ Winter 2007 essential components in resiliency (Buckner et al., 2003; Hill, 1998; Levesque, 2002)....
[...]
...Quite the contrary, it is apparent from their writings and commentary that these young men possess a strong sense of direction, self-esteem, and self-worth—qualities viewed as essential aspects of resilience (Buckner et al., 2003; Levesque, 2002)....
[...]