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ERIC Number: EJ1104740
Record Type: Journal
Publication Date: 2016-Jul
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1746-1979
"Minds Were Forced Wide Open": Black Adolescents' Identity Exploration in a Transformative Social Justice Class
Harrell-Levy, Marinda K; Kerpelman, Jennifer L; Henry, Daniel
Education, Citizenship and Social Justice, v11 n2 p99-113 Jul 2016
Theories imply that transformative teaching influences positive identity development, but empirical studies of this relationship are sparse. It is clear that good teaching can positively influence youth; however, it is less clear how good teachers influence positive identity outcomes in youth, and in particular Black youth. We examined the identity exploration of 13 former Black students of a high school transformative social justice class. Drawing from a larger qualitative study that addressed transformative social justice and adolescent development, the current analysis focused on the subset of factors that contributed to identity exploration and beliefs about civic responsibility in one's career and personal life. Results revealed an emphasis on civic and career identity exploration, feeling agentic and self-assured, and reconsidering privilege. Findings are discussed in terms of transformative social justice enhancing Black youths' investment in their development.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A