Centering Ethnic-Racial Identity in Education Framework: A Culturally Affirming Approach to Home-School Collaborations With Black and Latine Youth and Families

Abstract

Research on youth ethnic-racial identity and socialization, primarily coming from the field of developmental psychology, offers insights for preparing teachers to create affirming classrooms for Black and Latine youth. On the other hand, research from the fields of teacher education and curriculum illuminates how school contexts, societal influences, and knowledge construction relate to identity and socialization. Synthesizing these two literatures, we developed the centering ethnic-racial identity in education (CENTERED) framework with an advisory board of teachers and Black and Latine youth and caregivers. The framework illustrates how ethnic-racial identity and socialization interact with home, school, and social spaces and with the roles and relationships of caregivers, teachers, and peers. The review concludes with implications for teacher training and advocacy for culturally affirming schools.

Keywords

Black/African American students culturally responsive teaching curriculum ethnic-racial identity ethnic-racial socialization funds of knowledge identity Latine/Latino/Hispanic students meta-analysis parents and families psychology race teacher education/development

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