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Summary

Cultural engagement and participation often leaves me feeling good, but this week (in connection with The Magic of Adolecence) we are talking about the evidence to support that feeling. From cultural pride providing support for oppressed groups, to cultural knowledge promoting positive wellbeing and development, family and community cultures seem to exist for a reason. A Question for the Culture

Indigenous Cultural Identity Protects Against Intergenerational Transmission of ACEs Among Indigenous Caregivers and Their Children

Katie M. Edwards, Emily A. Waterman, Natira Mullet, Ramona Herrington, Sloane Cornelius, Skyler Hopfauf, Preciouse Trujillo, Lorey A. Wheeler, Arielle R. Deusch

Ethnic-racial socialization is a salient component of parenting in Black families. What is less clear is how Black families discuss ethnicity-race and social inequalities with pubescent children. We examined associations between pubertal tim- ing and ethnic-racial socialization among mothers (M_age = 42) of Black (n = 286) and Black-White biracial (n = 233) girls aged 9–12. Moderation by maternal stress about puberty was also examined. Results indicated mothers of Black girls who were stressed about puberty reported more preparation for bias; whereas both groups of mothers reported more cultural socialization. Early pubertal timing and high maternal stress about puberty predicted more cultural socializa- tion among both groups and more egalitarian beliefs among only mothers of Black-White biracial girls. The findings highlight the importance of ethnic-racial socialization during puberty. access article

Towards a Model of Positive Youth Development Specific to Girls of Color: Perspectives on Development, Resilience, and Empowerment

Katie Clonan-Roy, Charlotte E. Jacobs, Michael J. Nakkula

This paper presents a feminist theoretical model of adolescent development for girls of color, a model that can be used to critique and resist the dominant deficit-oriented perspectives about girls of color that appear in research and educational contexts. We integrate ecological, phenomenological, and critical race feminist perspectives on development and socialization and emphasize that girls’ emerging identities are complexly heterogeneous. Our model adapts the competencies of the existing positive youth development model (Lerner et al. in J Early Adolesc 25(1):10–16, 2005) by infusing them with a critical feminist lens that emphasizes critical consciousness, resistance, and resilience and allows us to specify the model to fit the experiences of and contexts in which girls of color develop. This paper includes a presentation of our conceptual model and uses qualitative data to examine how components of our model map on to the everyday experiences of Black and Latina adolescent girls and their development. access article

Anti-Black Racism and Historical Trauma: Pushing the Positive Youth Development Paradigm

Anna Ortega-Williams, and Troy Harden

Positive youth development (PYD), while embraced in many sectors of youth work, has faced criticism for its primary emphasis on positive personal change and adaptation, without a strong emphasis on social justice and culture, especially relevant for African Americans. Additional models of PYD addressing these conceptual gaps have emerged, however few explicitly address anti-Black racism and historical trauma impacting African American youth development. In this paper, expanded models of PYD, specifically Empowerment-Based Positive Youth Development (EBPYD) and Critical Positive Youth Development (CPYD) will be examined for their strengths and limitations in responding to (1) anti-Black racism and (2) historical trauma among African American youth. Key strategies of these models, such as promoting prosocial behavior and civic engagement will be reconceptualized and expanded to account for developmental needs imposed by historical oppression and contemporary racism against African American youth. Implications for PYD programing will be discussed. access article

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