Introduction
In this study, the authors aimed to examine how experiences of institutional racism at an early age translate to orientations towards activism in the black community, specifically among black adolescents transitioning to young adults. Similarly, Elan et al. were interested in how the role of racial identity concerning public interest and nationalism acts as a moderator of those relations (65). Their findings indicated that nationalism was associated with high-risk activism – a key driver towards participation in future social action with the Black community. However, public regard was a major moderator of the specific experiences of institutional racial discrimination and high-risk activism orientation. This is a reliable source because the information is up-to-date and current– it was published in the American Journal of Community Psychology (AJCP) in 2019. AJCP is a quarterly peer-reviewed academic journal and strives to publish original research, thus making this article both scholarly and popular. Most importantly, the authors are a trusted authority on the subject for consideration. For instance, Elan C. Hope is an assistant professor in the Department of Psychology at North Carolina State University.
Discussion
Therefore, this article fits well into my research as it strives to extend Baldwin’s discussion on how introducing institutional racism at a young age tends to restrain pupils from reaching their maximum potential in life. It helps narrow down the topic since the authors view institutional discrimination as a multidimensional construct – it is a major driver of Black youth toward high-risk activism. Most importantly, the source is specific in the sense that it shows some of the consequences of institutional discrimination. For example, many youths die in the name of fighting against the threats perpetrated by institutional discrimination.
This article was centered on the premise that the scourge of community violence targeting young citizens in high-poverty U.S. communities of color should be regarded as a social problem that requires immediate attention. McCrea et al. performed an in-depth synthesis of different studies focused on the causes and preventive services targeted for young violence. Some of these articles include case studies and randomized controlled experiments (10). Their findings indicated that causes of youth violence are complex and interact across multiple layers of social systems. This is a reliable source and meets the criteria for inclusion – the information is up-to-date and current. Similarly, the fact that it was published in the Children and Youth Services Review (CYSR) journal qualifies it as a scholarly article. CYSR is an interdisciplinary forum for critical scholarship on service programs for children and youth. In addition to this, the authors are a trusted authority on the subject for consideration. For example, Tyson McCrea is a highly recognized as a master teacher by the Council on Social Work Education since 1994. Overall, the source is informative and is based on first-hand verifiable information.
This article will contribute to my research as it can help extend Baldwin’s discussion on racism in Sonny’s Blues. More specifically, the source will be used to narrow down the topic since the authors managed to paint a clear picture of the experiences of youth of color in high-poverty and high-crime communities. This description is similar to the way Baldwin presented a poverty-stricken imagery of Harlem and the dark dichotomy. Baldwin shows how one of the two brothers gave in to the drug cycle of Harlem. The ability of McCrea et al. to document some of the causes of violence makes it helpful because through it readers get to understand why Sonny ended Sonny ended where he was despite numerous efforts to try and break away.
In this study, the authors focused mainly on giving an overview of structural racism. As defined by Crutchfield et al. structural racism refers to “implicitly discriminatory practices and policies that have negative consequences for individuals and groups of color” (187). This form of discrimination is dominant in contemporary American society including the public education system. Therefore, this article aimed to explore the role of school social workers (SSW) in addressing structural racism by relying on national school social work to guide the development of systemic-oriented interventions. To achieve this Crutchfield et al. reviewed the existing data on racial disparities in education attainment, placement opportunities, and discipline practices. This article is both reliable and current – it was published in the Children & Schools Journal in 2019. This journal is widely known for publishing professional material relevant to social work services for children. In essence, the source is both scholarly and popular. In addition to this, the authors are a trusted authority on the subject for consideration. For example, Dr. Jandel Crutchfield is an assistant at the University of Texas at Arlington.
Therefore, this article will be helpful in my research as it aims at extending Baldwin’s discussion on racism in schools. The source shows how both structural and institutional manifest within the school setting. This, in itself, helps narrow down the subject on understand how teachers perpetuate racism. Crutchfield et al. noted in their study that students of color tend to encounter explicit teacher racial bias which, in the end, affects student’s performance. In essence, this source is helpful because it strives to explain the context of Baldwin’s statement “he observes the “low ceiling” of opportunities on his young pupils face and notices teachers passing quickly” (Crutchfield et al. 73). Ideally, the teachers are a poor role model to students because they lack commitment and excited while working – this is reflected in student’s commitment to academics.
In this article, the authors focused their attention on the internalized component of racism, which they argue has been forgotten. The field of psychology has also failed to address this construct. This is what informed their decision to conduct a systematic review of psychological work on internalized racial oppression. The authors noted that much attention on internalized racism revolves around “cognitive behavioral conceptualization, moving toward “appropriated racial oppression” (David et al. 572). However, they noted that additional research is needed to address the experiences of different rational and ethical groups and how internalized racism connects to other forms of internalized oppression. In essence, this article is both reliable and current – it was published in 2019 in the Journal of Social Issues (JSI). JSI makes this article reliable because it focuses on a single topic. This also eliminates the issue of biases, because only renowned scholars are invited to publish in this journal. Lastly, the authors are a trusted authority on the subject for consideration. For instance, Tiera M. Schroeder is an academic researcher from the University of Alaska Anchorage.
Conclusion
This article, though indirectly, fits well into my research as it invites readers to consider how internalized racism develops. It strives to narrow down the subject by introducing a new perspective on how racial biases seem to manifest in individuals. The fact that there is little research on internalized racism makes it necessary to address it. It is easy for school-going children to internalize the types of biases and abuses leveled against them and manifest them later in adulthood.
Works Cited
Crutchfield, Jandel, Kate L. Phillippo, and Andy Frey. “Structural Racism in Schools: A View through the Lens of the National School Social Work Practice Model.” Children & Schools, vol. 42, no. 3, 2020, pp. 187-193.
David, E. J. R., Tiera M. Schroeder, and Jessicaanne Fernandez. “Internalized Racism: A Systematic Review of the Psychological Literature on Racism’s Most Insidious Consequence.” Journal of Social Issues, vol. 75, no. 4, 2019, pp. 571-861.
Hope, Elan C., et al. “Engaged against the Machine: Institutional and Cultural Racial Discrimination and Racial Identity as Predictors of Activism Orientation among Black Youth.” American Journal of Community Psychology, vol. 63, no. 2, 2019, pp. 61-79.
McCrea, Katherine Tyson, et al. “Understanding Violence and Developing Resilience with African American Youth in High-Poverty, High-Crime Communities.” Children and Youth Services Review, vol. 9, no. 4, 2019, pp. 296-307.