Diversity and Developmental Science: Bridging the Gaps Between Research, Practice, and Policy

347 Pages·2023·9.376 MB·English

by  Dawn P. Witherspoon (editor), Gabriela Livas Stein (editor)

Dawn P. Witherspoon
Gabriela Livas Stein   Editors
Diversity and
Developmental
Science
Bridging the Gaps Between Research,
Practice, and Policy
Diversity and Developmental Science
Dawn P. Witherspoon • Gabriela Livas Stein
Editors
Diversity and Developmental
Science
Bridging the Gaps Between Research,
Practice, and Policy
Editors
Dawn P. Witherspoon Gabriela Livas Stein
The Pennsylvania State University University of North Carolina at Greensboro
University Park, PA, USA Greensboro, NC, USA
ISBN 978-3-031-23162-9 ISBN 978-3-031-23163-6 (eBook)
https://doi.org/10.1007/978-3-031-23163-6
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature
Switzerland AG 2023
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We dedicate this book to all of the children in
the world whose developmental processes
have been ignored, pathologized, or
mischaracterized by the scientific enterprise.
We commit to elevate your experiences,
understand your strengths, and identify the
structural forces that impact your lives to
inform how best to support your growth,
thrival, and success.
Acknowledgment
We would like to thank all of the scientists that have paved the way for the develop-
ment of diversity developmental science – those of you who have fought and made
space for our work to continue to do right by our communities. We also would like
to thank the Society for Research in Child Development and their ethnic-racial
issues (ERI) committee that both editors have chaired. During Dr. Witherspoon’s
tenure as chair of this committee, SRCD provided financial support for a pre-
conference in 2019 that served as the impetus for this book. We would like to thank
all of the ERI committee members and SRCD leadership for supporting the ideas
that went into this book.
vii
Contents
1 Developmental Science in the Twenty-First Century:
Eschewing Segregated Science and Integrating Cultural
and Racial Processes into Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Gabriela Livas Stein, Charissa S. L. Cheah, Wonjung Oh,
and Dawn P. Witherspoon
2 Level Up: Recommendations for Measuring
Racial Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Kamryn S. Morris, Jayley A. Janssen, and Eleanor K. Seaton
3 Canaries and Bellwethers: What Can We Learn About
Racial Justice from Studying Ethnic-Racial Identity Within
and Across Groups? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Deborah Rivas-Drake, Jessica Montoro, and Abunya Agi
4 The Theory of Racial Socialization in Action for
Black Adolescents and Their Families. . . . . . . . . . . . . . . . . . . . . . . . . . 59
Mia A. Smith-Bynum
5 Acculturation and Enculturation: The Intersection of
Representational Ethics, Measurement, and Conceptualization . . . . 93
Elma I. Lorenzo-Blanco, Gabriela Livas Stein, Richard M. Lee,
and Gail M. Ferguson
6 Applying Critical Multiracial Theory to Conceptualizing
and Measuring Multiracial Experiences and Identity . . . . . . . . . . . . . 119
Abigail K. Gabriel, Clarissa Abidog, Hyung Chol Yoo,
Gabriela Livas Stein, N. Keita Christophe, Annabelle Atkin,
Christine Wu, and Richard M. Lee
7 Ecologically Strong: Toward a Strengths- Based
and Ecologically Valid Developmental Science. . . . . . . . . . . . . . . . . . . 143
Andrew D. Coppens and Emilie Coppinger
ix
x Contents
8 Fertile Ground for Sociocultural Responsivity:
Schools and Neighborhoods as Promotive
and Inhibiting Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Dawn P. Witherspoon, Rebecca M. B. White, Rajni Nair,
Tiyobista M. Maereg, and Wei Wei
9 Centering Youth Voice in Developmental Science:
A Research Roadmap for Partnerships with Latinx Youth . . . . . . . . 197
Josefina Bañales, Bernardette J. Pinetta, Sukhmani Singh,
Alfred J. Rodriguez, Adriana Aldana, and Felicia J. Gutierrez
10 Action, but Make It Critical: The Measurement
and Developmental Processes of Critical Action
for Black and Latinx Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Channing J. Mathews, Josefina Bañales, N. Keita Christophe,
Alexis S. Briggs, and Elan C. Hope
11 Toward Developmental Science That Meets the Challenges
of 2044: Afrofuturist Development Theory, Design, and Praxis . . . . . 245
Brendesha M. Tynes, Matthew Coopilton, Joshua Schuschke,
and Ashley Stewart
12 Incorporating Diaspora into the Developmental Science
of Immigrant Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Qurat-ul-ain Gulamhussein, Xiang Zhou, Adam Y. Kim,
and Richard M. Lee
13 Building the Bridge to Anti-Racist, Equitable,
and Inclusive Practices: Translational Developmental Science
for a Diverse Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
Emilie Phillips Smith, Velma McBride Murry,
Melissa M. Yzaguirre, Catherine M. Gonzalez,
and Chioma Kas-Osoka
14 Building Collaborative Teams and Conducting Ethical Research
in the Spirit of 2044: The Complexity of Conducting Research
in Communities of Color . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Margaret O’Brien Caughy, Suzanne M. Randolph Cunningham,
and Esther Calzada
15 Developmental Science in the Twenty-First Century:
Moving Forward to Integrate Cultural and Racial
Processes into Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335
Dawn P. Witherspoon and Gabriela Livas Stein
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343
Chapter 1
Developmental Science in the Twenty-First
Century: Eschewing Segregated Science
and Integrating Cultural and Racial
Processes into Research
Gabriela Livas Stein, Charissa S. L. Cheah, Wonjung Oh,
and Dawn P. Witherspoon
A Changing World
Across the globe, countries are experiencing increasing ethnic-racial diversity in
their populations due to immigration, migration, and differential fertility and mor-
tality (of native- and foreign-born people) (Vespa et al., 2018). In the United States,
the recent 2020 Census demonstrated significant demographic shifts in just the past
10 years with a 9% decline in the White population, and an astounding 276%
increase in the Multiracial population (Jones et al., 2021). There was also growth in
other racial or ethnic groups including Asian, Latinx,1 American Indian/Alaskan
Native, and Black populations (with 36% growth, 25% growth, 27% growth, and
1 We acknowledge that for Latinx populations racial categorization may be distinct from ethnic
identification (e.g., in the case of Afro Latinx, Indigenous Latinx, or White Latinx) and this distinc-
tion shapes the daily experiences of Latinx populations. We use the term Latinx as an umbrella
term that is inclusive of race and ethnicity for the purpose of this chapter given the unique racial-
ization of brown and Black Latinx populations and point readers to other chapters in this book that
consider the intersectional experience of race and ethnicity for the Latinx population.
G. L. Stein (*)
University of North Carolina at Greensboro, Greensboro, NC, USA
e-mail: [email protected]
C. S. L. Cheah
University of Maryland, Baltimore County, Baltimore, MD, USA
W. Oh
Texas Tech University, Lubbock, TX, USA
D. P. Witherspoon
Pennsylvania State University, University Park, PA, USA
© The Author(s), under exclusive license to Springer Nature 1
Switzerland AG 2023
D. P. Witherspoon, G. L. Stein (eds.), Diversity and Developmental Science,
https://doi.org/10.1007/978-3-031-23163-6_1
2 G. L. Stein et al.
6% growth, respectively) (Jones et al., 2021). The Census estimates that by 2060,
although non-Latinx Whites are projected to remain the single largest race or ethnic
group, non-Latinx Whites will constitute only 44% of the US population, whereas
the numerical majority of the population is predicted to identify as a member of a
“minority” ethnic or racial group (28% Latinx, 15% Black, 9% Asian, 6%
Multiracial) (Vespa et al., 2018). These demographic shifts are already evident in
the child populations of the United States such that non-Latinx Whites at the time of
this publication (2021) make up less than 50% of the under 18 population with
Latinx and Black youth being the largest other groups (26% and 14%, respectively)
(Child Trends, 2018). Across adults and children in 2020, 58% of the US population
identified as non-Latinx White, 19% Latinx 12% non-Latinx Black, 6% non-Latinx
Asian, 3% Multiracial, 1% American Indian/Alaskan Native, and 0.6% Native
Hawaiian/Pacific Islander populations. In fact, the US population is the most diverse
in history with a diversity index of 61% (relative to 55% in 2010), which means that
if one person in the United States was selected at random there is a 61% chance that
another randomly selected person would be of a different ethnic-racial group
(Jensen et al., 2021).
This ethnic-racial diversification of the United States is partly a result of immi-
gration patterns with the foreign-born population making up 14% of the US popula-
tion in 2018 (Budiman, 2020), and continued growth of the foreign-born population
is projected such that by 2060 the immigrant population will be highest (at 17%)
recorded in the United States since 1850 (at 15%) (Vespa et al., 2018). However, the
ethnic-racial diversification of the United States is also due to the differential birth
and mortality rates of the foreign-born populations already in the United States and
the continued growth of non-White racial and ethnic native-born groups (Vespa
et al., 2018). Immigrants to the United States are themselves racially and ethnically
diverse with recent shifts in immigration patterns that are also contributing to the
rapidly changing ethnic-racial makeup of the United States. For example, in 2009,
immigration from Asian countries outpaced Latinx countries and, in 2018, Asians
made up the 37% of new immigrant arrivals (relative to 31% from Latin America)
(Budiman, 2020). Indeed, in 2018, 278,000 immigrants came from China and India
(the top two countries of origin) more than double of the 120,000 that came from
Mexico (the third largest country of origin) (Budiman, 2020). Overall, there are dif-
ferential drivers of the diversification for Asian American and Latinx populations
with immigration primarily accounting for the increase in the Asian American pop-
ulation and natural increases of those already in the United States fueling the growth
in the Latinx population (Vespa et al., 2018). However, it is important to note that
despite these recent trends, the foreign-born population in the United States is still
majority Latinx (25% Mexico, 25% other Latin American countries) with the next
largest share being Asian (28%) (Budiman et al., 2020).
Although Asian and Latinx populations account for the largest portion of immi-
grants in the United States (Budiman, 2020), Black immigrants also contribute to
the increasing diversity of the United States. In the past 40 years, the Black immi-
grant population has grown by 500% (Tamir, 2022), and made up 10% of the US
Black population in 2019 (Tamir, 2021). In 2019, the majority of Black immigrants