Fostering anti-racism in white children and youth: Development within contexts

This article presents a developmental model of anti-racism among White children and youth. Informed by a structural-psychological framework (Syed & McLean, 2021), the model proposes that anti-racist development is inseparable from the structures and systems that uphold racial inequality in the United States. In articulating the processes by which children and early adolescents move toward becoming anti-racist, the model emphasizes foundational abilities (e.g., socio-cognitive skills and moral development), a developing sense of self and society (e.g., recognition of racism and understanding of White privilege), and the importance of anti-racism action and promotive contexts (especially within schools and families). This paper concludes with advancing a research agenda for developmental scientists studying the development of anti-racism among White children and youth and implications for parents, practitioners, and educators. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

A Mixed Methods Approach to Equity and Justice Research: Insights from Research on Children's Reasoning About Economic Inequality

Mixed methods research approaches are gaining traction across various social science disciplines, including among developmental scientists. In this chapter, we discuss the utility of a mixed methods research approach in examining issues related to equity and justice. We incorporate a brief overview of quantitative and qualitative monomethod research approaches in our larger discussion of the advantages, procedures, and considerations of employing a mixed methods design to advance developmental science from an equity and justice perspective. To better illustrate the theoretical and practical significance of a mixed methods research approach, we include examples of research conducted on children and adolescents' conceptions of economic inequality as one example of developmental science research with an equity and justice frame.