Centering Ethnic-Racial Identity in Education Framework: A Culturally Affirming Approach to Home-School Collaborations with Black and Latine Youth and Families
Saved in:
| Title: | Centering Ethnic-Racial Identity in Education Framework: A Culturally Affirming Approach to Home-School Collaborations with Black and Latine Youth and Families |
|---|---|
| Language: | English |
| Authors: | Hillary Parkhouse (ORCID |
| Source: | Educational Researcher. 2026 55(1):55-63. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Racial Identification, Ethnicity, Culturally Relevant Education, Family School Relationship, African American Students, Hispanic American Students, Socialization, Cultural Capital, Interpersonal Relationship, Knowledge Level, Cultural Awareness, Faculty Development, Equal Education |
| DOI: | 10.3102/0013189X251355512 |
| ISSN: | 0013-189X 1935-102X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494636 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0013-189X 1935-102X |
| DOI: | 10.3102/0013189X251355512 |
