Abstract
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).
| Original language | English |
|---|---|
| Pages (from-to) | 497-509 |
| Number of pages | 13 |
| Journal | American Psychologist |
| Volume | 77 |
| Issue number | 4 |
| DOIs | |
| State | Published - 2022 |
Bibliographical note
Publisher Copyright:© 2022. American Psychological Association
Funding
Taylor Hazelbaker had a lead role in writing and editing of the paper, and an equal role in the model conceptualization. Christia Spears Brown had a colead role in writing and editing the paper, and equal role in the model conceptualization. Lindsey Nenadal and Rashmita S. Mistry supported in the writing and editing of the paper, and had an equal role in the model conceptualization. The authors declare no conflicts of interest and financial support in the writing of this paper.
Keywords
- Anti-racism
- Racial socialization
- White children
- White privilege
ASJC Scopus subject areas
- General Psychology
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