Special Journal Focuses on Civic Engagement, Moral Identity: Charlottesville’s Summer of 2017

We resume blogs about Positive Youth Development with a focus on the center’s three new core areas: a) Out-of-School Time; b) Educational Systems: Middle School; and c) Community Engagement: Civic and Political.

We start with the Journal of Adolescent Research Special Issue focus on Youth Civic and Moral Engagement. Nancy Deutsch penned the introduction, posted with the permission of the publisher, which shines a light on the events that transpired in Charlottesville over the summer of 2017.

Introduction to the Journal of Adolescent Research Special Issue on Youth Civic and Moral Engagement

As our editorial team was putting together this issue, our home, Charlottesville, Virginia, was still reeling from the events of the summer of 2017. Images of angry White, mostly male, faces holding tiki torches and weapons, wearing white polo shirts and khakis, chanting fascist and racist slogans were still fresh in our minds. Many of these faces were young; the leaders were under 40. The man charged with killing Charlottesville community member Heather Heyer, who was one of the counter protestors on August 12, was 20 years old. For those of us who study young people, these images could seem to signify a crisis of civic engagement—a reflection of youth whose disengagement from the moral fabric of our society was so great as to lead them to a White supremacist movement that advocates violent hatred.

Yet that is not the full Charlottesville story. On the evening of August 11, 2017, a group of students from the University of Virginia faced down a mob of tiki torch wielding White supremacists who had marched across the school’s campus. The students linked arms, surrounding the statue of Thomas Jefferson that sits at the heart of campus, in front of a sign proclaiming “VA Students Act Against White Supremacy.” These students took the ultimate civic stand—putting their bodies in harm’s way to defend the values that we hold dear. Members of the antifascist movement, whom some clergy members credit with saving their lives during the protests on August 12, are also primarily young people. Furthermore, for weeks, months, and even years before the August events, local youth had been working within our community to organize for racial and social justice. It was a high school student who started the petition to have the confederate statues removed from our local parks. Local high school students started a Black Student Association and an organization to help undocumented students. Their story is one of civic and moral engagement of the highest caliber.

This fall, as I walked across campus every day, I was reminded of the courage and moral fortitude of our local youth. At the same time, I could not ignore the continued presence of White supremacy and the increasing public presence of hate groups across the globe, groups that often prey on disengaged young people for recruitment. The time for a developmental focus on youth civic and moral identity and engagement is now.

In line with our mission, and following that commitment, our editorial team decided to create a special issue featuring articles focused on civic engagement and moral identity. The four articles in this volume feature a range of perspectives from across the globe. Some consider contexts or interventions that may promote civic engagement, such as schools, service learning, and youth councils. Others consider the development of moral and/or civic identities. We felt that this topic was timely and deserving of a dedicated issue. We hope that you agree. And we hope that some day #Charlottesville can come to represent not the violent reemergence of hate groups in the United States but the power of youth civic engagement and moral identity, and the tremendous ability of young people to promote positive social change.

Nancy L. Deutsch
University of Virginia
Youth-Nex: The UVA Center to Promote Effective Youth Development
Charlottesville, VA
nld7a@virginia.edu

Articles in the issue: (access depends on your individual or institutional permissions):

If Someone Asked, I’d Participate: Teachers as Recruiters for Political and Civic Participation
Rebecca Jacobsen, David Casalaspi
First Published October 24, 2016; pp. 153–186

Youth Civic Engagement: Do Youth Councils Reduce or Reinforce Social Inequality?
Astraea Augsberger, Mary Elizabeth Collins, Whitney Gecker, Meaghan Dougher
First Published January 4, 2017; pp. 187–208

Globalization and Moral Personhood: Dyadic Perspectives of the Moral Self in Rural and Urban Thai Communities
Jessica McKenzie
First Published October 9, 2016; pp. 209–246

Development of Adolescent Moral and Civic Identity Through Community Service: A Qualitative Study in Hong Kong
Huixuan Xu, Min Yang
First Published March 20, 2017; pp. 247–272

https://doi.org/10.1177/0743558418756524
Journal of Adolescent Research
2018, Vol. 33(2) 151–152
© The Author(s) 2018
Reprints and permissions:
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DOI: 10.1177/0743558418756524
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The final, definitive version of this paper has been published in the Journal of Adolescent Research, Vol. 33(2) 151–152, February/2018 published by SAGE Publishing, All rights reserved.

Series: Media Socialization, Racial Stereotypes And Black Adolescent Identity

 
This is the first post in a series based on Professor Valerie Adams-Bass‘ UVA class, “Media Socialization, Racial Stereotypes And Black Adolescent Identity.”

Introduction by Valerie Adams-Bass, Ph.D.
TV talks. The characters we view on television shows and in movies speak to us through the written scripts and through the physical bodies of the characters. Media socialization—the exposure to mass communication (television, radio, internet, newspapers) messages, which teach people socially accepted behaviors that have: (a) a direct influence on cognitive ability and behavioral functioning, and (b) a mediating or facilitative indirect influence on learning (Adams & Stevenson, 2012), has been identified as a notable factor during adolescence. Arnett, 1995; Lloyd, 2002; Strasburger, Wilson & Jordan, 2014). Students in EDHS 3100, Media Socialization, Racial Stereotypes and Black Adolescent Identity, are learning about the scripts that are associated with black media images and discussing the impact on African-American adolescents. Their blog entries reflect an understanding of the scripts viewed in television sitcoms, drama, reality shows, or movies and the potential impact of exposure to theses media images on viewers.


The Parkers, “That’s What Friends Are For”
By Alysa Triplett, UVA student

The Parkers is a sitcom about an African-American mother-daughter duo in Los Angeles, California who both attend a local community college. In this particular episode, both mother (Nikki) and daughter (Kim) prepare for a final examination for a class taught by professor, and love interest of Nikki, Stanley Oglevee. Just a few days before the exam, Nikki’s high school friend, Flo, arrives in town for a charity walk and stays with the Parkers. Flo’s presence proves to be a hindrance to Nikki’s studies as she repeatedly convinces Nikki to go out instead of studying, even the night before the test. On this particular night, Flo leaves Nikki at a party, which eventually results in Nikki getting arrested and missing her morning exam. On Kim’s side of the story, she and her [musical] band (with friends Stevie and T) book a lot of gigs in the days leading up to the exam. This leaves them with little time to study and thus they resort to cheating. Continue reading

Self-Regulation and Toxic Stress: A Comprehensive Review

By Aleta L. Meyer, PhD

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Aleta L. Meyer is Senior Social Science Research Analyst, Office of Planning, Research and Evaluation Administration for Children and Families, U.S. Department of Health and Human Services. Meyer’s work focuses on the translation of theory and empirical research across multiple health outcomes into effective and feasible prevention programs for communities. At Administration for Children and Families (ACF) this includes the translation of research on early adversity to ACF programs, community-based-participatory-research to evaluate early childhood programs within American Indian/Alaska Native communities, and positive youth development.

In March 2015 we featured the first of 4 inter-related reports on self-regulation and toxic stress published by the Duke Center for Child and Family Policy, titled Seven Key Principles Identified in New Report on Self-Regulation Development, by Meyer who conceived the project, led the effort, and is the project’s program officer.

Since that time, the project published a second report, A Review of Ecological, Biological, and Developmental Studies of Self-Regulation and Stressa literature review on the impact of early adversity and chronic stress on self-regulation development from birth to young adulthood.

This post by Meyer, highlights the recently released 3rd report, Self-Regulation and Toxic Stress Report 3: A Comprehensive Review of Self-Regulation Interventions from Birth Through Young Adulthood. Key authors: Desiree W. Murray, Katie self-reg-coverRosanbalm, Christina Christopoulos, Center for Child and Family Policy, Duke University.
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Itching For Scratch

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By Valerie N. Adams-Bass, PhD

Valerie N. Adams-Bass is an Assistant Professor of the Youth and Social Innovations (YSI) program in the Curry School of Education and a Youth-Nex Faculty Affiliate, at the University of Virginia.

Educational Technology, Ed-Tech is garnering considerable attention as public school districts increasingly adopt and integrate technology into day-to-day instruction. In 2015, I worked as a research fellow with the University of California Davis School of Education on the Digital Promise Pilot to Purchase Project.

Considered a “short-cycle” research project, we worked at a rapid pace for the first half of the year to learn as much as we could from six districts that ranged in size from 1,200-to-96,000 students about how they pilot and make purchasing decisions about ed-tech products. To collect data, I touched down in 4 time zones and visited 4 states; Alabama, California, Idaho, Pennsylvania and the District of Columbia. After a demanding travel schedule, I wrapped up my data collection and headed home.

Many of our findings were published in Pilot-to-Purchase, Piloting Ed-tech Products in k-12 Public Schools report and we created a “tool kit” of resources that are the result of recommendations included in the report. In steps two, three and four of the toolkit I discuss planning, training and implementation and data collection, all important components of piloting ed-tech tools. You’ll find videos discussing these steps throughout this blog, courtesy of DigitalPromise.org.

Adams-Bass Video One:
From Digital Promise.org
Planning
When planning a pilot, districts must clearly articulate what they are trying to accomplish and how they will collect evidence to make an informed decision. Pilots produce the most useful results when everyone involved can answer the question, “What does success look like?”
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Ethnicity and Health: How Can We Maximize Urban Green Space for Health Promotion?

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by Jenny Roe, Ph.D. and Alice Roe
Originally published on The Centre for Urban Design and Mental Health (UD/MH) blog, here. [Jenny Roe, Ph.D., is Director of the Center for Design and Health, School of Architecture, University of Virginia. Her recent talk, at our sponsored lecture series, can be found here.]

 

Access to parks and urban green space facilitates exposure to nature, exercise and social opportunities that have positive impacts on both physical and mental health. In the last decade, rates of migration have risen dramatically across the globe: by 2038, it’s expected that half of London’s residents will be of a black and minority ethnic origin (BME). Our cities, towns and communities are becoming increasingly multicultural and, yet there are inequalities. A recent report by the Equalities and Human Rights Commission showed that in the UK, ethnic minorities are experiencing worse health outcomes. This is particularly the case for mental health: in 2012, the proportion of adults in England who were at risk of poor mental health was found to be higher among Pakistani/Bangladeshi and African/Caribbean/Black respondents than White respondents, and there were inequalities in accessing healthcare.

Hence, it is increasingly important that research reflects the diverse make-up of these populations. A new study has sought to better understand the differences in use and perception of urban green space among BME groups in the UK, and illustrated the need for park facilitators to accommodate the needs, attitudes and interests of our multicultural population.

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Time to Mobilize: Youth Development Scholars and the Movement for Black Lives

Arbeit Mimi_3601.jpgBy Mimi Arbeit, Ph.D., postdoctoral fellow with Youth-Nex

The Movement for Black Lives is a coalition of more than 50 organizations fighting for Black liberation and for the end of state-sanctioned violence against Black people and communities.

The platform is divided into six sets of demands.

To examine how these demands relate to our work as scholars of youth development, we needn’t look any further than the first demand of the first set:

  1. An immediate end to the criminalization and dehumanization of Black youth across all areas of society including, but not limited to; our nation’s justice and education systems, social service agencies, and media and pop culture. This includes an end to zero-tolerance school policies and arrests of students, the removal of police from schools, and the reallocation of funds from police and punitive school discipline practices to restorative services.

This is not hypothetical. This is not up for empirical debate. This is happening, across all areas of society, as in, all the areas of youth lives that we study. And this is urgent.

“The urgency around Black Lives is not only relevant to scholars who list “race” among their research interests. It is relevant to ALL of us whose work touches our nation’s justice and education systems, social service agencies, and media and pop culture.”

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Restorative Practices and The 3 R’s – Restore, Rebuild, Reconnect

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This month’s blog is by Mark Marini, known to most as “Muggsie,” an Intervention Specialist at Albemarle High School. For the past 19 years, he has worked diligently in education to support struggling learners, both with behaviors and academics, by working both with students and teachers. He fills many roles at Albemarle High including: Intervention Specialist, English teacher, Special Education teacher, Mediator, School Based Intervention Co-Chair, Response To Intervention Specialist, AVID English teacher, and lifelong learner. Check out his blog, On Education.

Youth-Nex had the pleasure of meeting Muggsie at this year’s conference, “Youth of Color Matter: Reducing Inequalities Through Positive Youth Development.” We are grateful for his and fellow educators’ participation at the event.

There are some children in the world who were just born to be good. My daughter, who is now nine, seems to be one of those children. When she was small, still crawling around, my wife and I remember her going past an electrical outlet in our house. She started to reach towards it, and my wife gently said, “No; don’t touch.” She looked at my wife, looked at the outlet, and kept crawling. Several days later, she was crawling past the same outlet, and she stopped. Pointed at it and said, “No.” Then she continued crawling. For the most part, my wife and I did not have to teach her good behavior. It is as if she was born with a gene that helps her to do the right thing. But that does not mean she always does.


“My experience is that Restorative Practices, if implemented with the required support and training, can have a great impact on a community. This could be a school, a neighborhood, or even a family. With time and dedication, the gains for our next generation are great. For, while resolving conflicts with Restorative Practices, we teach children how to resolve future conflicts on their own.”


SomeWalkingAwaytimes, she needs additional support. She has a younger brother who tests her and her ability to make the right choices. In those moments when she is tested, she needs support to know how to act, and how, if she has caused harm, to fix it.

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An Inside Look at AERA 2015

Chicago – Site of 2015 AERA. “ChicagoOverheadTiltShift”. Licensed under CC BY-SA 2.0 via Wikimedia Commons

Over the course of five days in mid April, thousands of researchers, teachers, and administrators came together to discuss current educational issues. Valerie Futch, Ph.D., gives us a look into the 2015 American Educational Research Association (AERA) conference held in Chicago this spring. aera jpeg

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Valerie Futch, Ph.D., is a Research Assistant Professor of Education, and Youth-Nex faculty member at the Curry School of Education. Her current work includes several projects that aim to improve understanding of youth experiences in the classroom, in after-school programs, and in relationship to adults. Futch is Program Chair for the American Educational Research Association Out-of-School Time (OST) SIG, American Educational Research Association, 2015 & 2016 Conferences. She was a Youth-Nex postdoctoral fellow from June 2011–August 2014.

Since I’m only one person and can’t be in multiple places at once, I followed a lot of the concurrent sessions on Twitter. If you want a great recap of the main points as well as links to lots of other resources, definitely check out the #AERA15 conversation.

The theme this year was “Toward Justice: Culture, Language, and Heritage in Education Research and Praxis” and many of the keynotes took up issues of achievement and opportunity gaps, disciplinary discrepancies, access to quality schools, and issues of education policy and reform. For a full listing of keynote speakers and information about their talks, visit the conference page.

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AERA OST-SIG Business Meeting Panel

I also had the opportunity to chair the program for the Out-of-School-Time Special Interest Group (OST-SIG). We had several roundtable and paper sessions, as well as a few posters. Some of the topics that were covered included discussions of what constitutes quality in after-school programs, how we can build collaborative opportunities in out-of-school-time settings, a full paper session documenting outcomes in these programs, and a look at global programs for youth. We also had a very productive business meeting with leading researchers in the OST field where we discussed the ESEA renewal debate in Congress and the importance of funding after-school programs. We are working on compiling all of the slides from our presenters and will post them on our SIG webpage for you to have access to in the next few weeks. You can follow us on Facebook and Twitter to have access to these materials when we post them!

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Maxine Greene Memorial Program

There were somber moments as well, as several memorial sessions honored and mourned the loss of brilliant scholars. Two who were influential to me were Maxine Greene and Greg Dimitriadis. Both took up issues of art, aesthetics, justice, and philosophy of education. Their ideas fuel many educators and researchers and inspires us to create classrooms that spark creativity. The full rooms and heartfelt memories shared by former colleagues, students, and friends attests to their long-lasting influence on many in the education field.

The highlight of my trip was definitely the Saturday morning Youth Research Festival coordinated by AERA President Joyce King and Distinguished Professor Michelle Fine. Over ten teams of youth researchers from across the nation (and one group from South Africa!) presented their participatory research projects and highlighted the impact these projects had in their local communities. You can learn more about several of the projects by visiting the Public Science Project webpage. I’m looking forward to chairing the OST-SIG program again next year and encourage you to submit your work for presentation at the 2016 conference, to be held in Washington, DC.