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  • Benner, A. D., & Graham, S. (2011). Latino adolescents’ experiences of discrimination across the first two years of high school: Correlates and influences on educational outcomes. Child Development, 82(2), 508–519.
    Retrieved from the Walden Library databases.
  • Brittian, A. S., O’Donnell, M., Knight, G. P., Carlo, G., Umana-Taylor, A. J., & Roosa, M. W. (2013). Associations between adolescents’ perceived discrimination and prosocial tendencies: The mediating role of Mexican American values. Journal of Youth and Adolescence, 42(3), 328–341.
    Retrieved from the Walden Library databases.
  • Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children.
    • Chapter 6, “Learning About Racial Identity & Fairness” (pp. 77–89)
  • National Black Child Development Institute. (n.d.). Being Black is not a risk factor: A strengths-based look at the state of the Black child. Retrieved fromhttp://www.nbcdi.org/sites/default/files/resource-files/Being%20Black%20Is%20Not%20a%20Risk%20Factor_0.pdf
  • Quintana, S. M. (1998). Children’s developmental understanding of ethnicity and race. Applied and Preventive Psychology, 7, 27–45.

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  • Retrieved from the Walden Library databases.
  • Quintana, S. M. (2007). Racial and ethnic identity: Developmental perspectives and research. Journal of Counseling Psychology 54(3), 259–270.
    Retrieved from the Walden Library databases.
  • Rogers, L. O., Zosuls. K. M., Halim, M. L., Ruble, D., Hughes, D., & Fuligni, A. (2012). Meaning making in middle childhood: An exploration of the meaning of ethnic identity. Cultural Diversity & Ethnic Minority Psychology, 18(2), 99–108.
    Retrieved from the Walden Library databases.
  • West-Olatunji, C., Shure, L., Garrett, M. T., Conwill, W., & Rivera, E. (2008). Rite of passage programs as effective tools for fostering resilience among low-income African American male adolescents. Journal of Humanistic Counseling, Education, & Development, 47(2), 131–143.
    Retrieved from the Walden Library databases.

Discussion 1: The Impact of Race/Ethnicity on Development

As you work your way through the day, you most likely make many assumptions. You might assume your car will work, or you might assume that you will make it to work without incident. Assumptions of this kind are trivial and have little impact on daily functioning. However, you might also have assumptions about the development of racial/ethnic identity of children and adolescents that could have a profound effect on your work and interactions with them.

To prepare:

  • Consider assumptions you might have about racial/ethnic development.
  • Consider how these assumptions might impact your work and interactions with children and adolescents.
  • Review the Learning Resources, and think about some of the developmental assumptions people might have about racial/ethnic development.

Post by Day 3:

Explain one developmental assumption of racial/ethnic identity and the implications of that assumption for working with children and/or adolescents. Provide a scenario to illustrate how the assumption might impact your experience working with children and/or adolescents.

Respond by Day 5:

Respond to at least two colleagues in one of the following ways:

  • Suggest an article that supports or refutes your colleague’s point of view.
  • Share an insight you gained from your colleague’s post.
  • Expand on the potential implications of racial/ethnic identity development assumptions.

Discussion 2: Disseminating Learning

If you were to develop recommendations that incorporate diversity considerations when working with children and adolescents, where might you disseminate that information? In this Discussion, you will share preliminary ideas about your Final Project.

To prepare:

  • Determine the environment and the audience who you believe might benefit from this learning.
  • Consider why you believe this audience would benefit from information about diversity.
  • Think about how this audience acquires information about children and adolescents.

Post by Day 4:

Identify three potential environments with your target audience where you could disseminate the learning and insights you gain from further exploring your Final Project topic in detail (e.g., newsletter to parents and community members at the local community center, blog post on a youth development website, brown bag discussion at a local agency). Explain strategies for disseminating your scholarship. In other words, explain the steps you might take to effectively promote the advancement and dissemination of knowledge gained with communities of practice (i.e., social media, community forums, public discussions, conference presentations, or any other form of dissemination).

Please incorporate resources in answer and list references.

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