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Full Description
In contemporary societies children's racial identity is co-constructed in response to racial stereotyping with extended family, peers and teachers, and potent media sources. The studies in this volume take cognizance of earlier research into skin color and racial stereotyping, but advance its contemporary implications. Developmental trajectories of racial attitudes of Black and White children, examining recent empirical research from the perspective of theorizing associated with experimental studies of stereotyped-threat are discussed. Reviewed are also the theoretical and empirical role of media images in influencing the race-related images as well as the PVEST theoretical model in considering the significance of parental racial messages and stories. The last paper argues that youth can be victimized by racial/cultural stereotyping despite being majority-Black cultural members. Interdisciplinary commentaries by scholar-researchers are given for each chapter. Researchers, academicians, and practitioners will find in this publication a succinct update, inclusive of references and bibliographies, regarding the latest information in the development and socialization of racial attitudes and racial stereotyping.
Contents
Introduction: Slaughter-Defoe, D.T.; Paper; Through the Eyes of a Child: the Development and Consequences of Racial Stereotypes in Black and White Children: Bogan, E.D.; Slaughter-Defoe, D.T.; Commentaries; Should Stereotype Consciousness Be Taught to Children? A Discussion Informed by Bogan and Slaughter-Defoe's Through the Eyes of a Child. Commentary on Bogan and Slaughter-Defoe: Bigler, R.S.; Wright, Y.; What's Not in the Box?: Historical and Population Change as Contextual Features in the Study of Race-Based Development of Children. Commentary on Bogan and Slaughter-Defoe: Johnson, D.J.; Paper; Media Socialization, Black Media Images and Black Adolescent Identity: Adams, V.N.; Stevenson, H.C., Jr.; Commentaries; Adolescents, Race, and Media. Commentary on Adams and Stevenson: Taylor Piotrowski, J.; Damned if You Do and Damned If You Don't! What are the Correct Media Images for Black People in the Media and How Can We Know? Commentary on Adams and Stevenson: Jones, J.M.; Social Media, Privacy and Identity. Commentary on Adams and Stevenson: Matwyshyn, A.M.; Paper; 'What Does Race Have to Do with Math?' Relationships between Racial-Mathematical Socialization, Mathematical Identity, and Racial Identity: English-Clarke, T.L.; Slaughter-Defoe, D.T.; Martin, D.B.; Commentaries; 'What Do Race and Math Have to Do with Each Other?' Relationships between Racial-Mathematical Socialization, Mathematical Identity, and Racial Identity. Commentary on English-Clarke, Slaughter-Defoe, and Martin: McGee, E.; The Need to Incorporate Observations of Implicit Socialization in the Contexts of Everyday Life. Commentary on English-Clarke, Slaughter-Defoe, and Martin: Miller, P.J.; Bracey, J.R.; 'What Does Race Have to Do with Math?' Relationships between Racial-Mathematical Socialization, Mathematical Identity, and Racial Identity. Commentary on English-Clarke, Slaughter-Defoe, and Martin: Beale Spencer, M.; Paper; On Researching the Agency of Africa's Young Citizens: Issues, Challenges and Prospects for Identity Development: Nsamenang, B.; Commentaries; On Researching the Agency of Youth: Moving Beyond Traditional Theorizing. Commentary on Nsamenang: Thompson, C.I.; Advancing an African Research Agenda for Child Development. Commentary on Nsamenang: Murphy, K.M.; Epilogue: Slaughter-Defoe, D.T.; Author Index; Subject Index.
