Fourth Annual Brown Lecture in Education Research—Lessons Learned and Opportunities Ignored Since Brown v. Board of Education
Youth Development and the Myth of a Color-Blind Society
Bibliographic Data
| ID | 9733337 |
|---|---|
| Authors | Margaret Beale Spencer (0000-0002-9516-5427, Resources for Human Development, corresponding author) |
| Year | 2008 |
| Volume | 37 |
| Issue | 5 |
| Pages | 253-266 |
| Publication date | 2008-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x08322767 |
| OpenAlex | W2162455263 |
| Language | EN |
| Citations received | 13 |
| References cited | 34 |
The scholarship of Kenneth B. and Mamie P. Clark, referenced in the U.S. Supreme Court’s landmark decision in Brown v. Board of Education, emphasized the nation’s color line, not only in the Jim Crow South but in American cities overall. The Clarks pointed out the critical role of context; however, they applied it narrowly to the issue of “harm” as an inevitable consequence of segregation. The author of this article argues that the Clarks and their social science colleagues missed an opportunity to view Black youth as diverse human beings engaged in normal developmental tasks under difficult conditions. She denotes the role of context as key, especially when linked with human growth and psychological processes. Her findings from a sample of impoverished multiethnic youth reaffirm that America is not colorblind and suggest that these youths’ political beliefs and concerns about government vary by ethnicity, gender, family structure, and skin color preferences
Color line · Context (archaeology · Criminology · Ethnic group · Government (linguistics · Harm · Human development (humanity · Mythology · Political science · Politics · Racism · Scholarship · Sociology · Supreme court · Early Childhood Education and Development · Educational Environments and Student Outcomes · Gender Studies · History · Law · Youth Development and Social Support
“The Coat Traps All Your Body Heat”
Justifying and Explaining Disproportionality, 1968–2008
Racial Animus in Teacher Education
“Martin Luther King Fixed It”
Gendered Racial Identity of Black Young Women
Implications for educational practice of the science of learning and development
American Identity
Black engineering students’ motivation for PhD attainment
Boyz to men? Teaching to restore Black boys’ childhood
From Apathy to Vigilance
Cultural humility in youth work
Geography of Opportunity”
Reconsidering Kenneth B. Clark and the Idea of Black Psychological Damage, 1931-1945
Neighborhood poverty
Big school, small school
A profile of the Negro American
Readings in Social Psychology
Beginnings
Midwest and its children
Ecological systems theory.
Skin Color as a Factor in Racial Identification of Negro Preschool Children
Identity Processes among Racial and Ethnic Minority Children in America
Privileged but Pressured? A Study of Affluent Youth
Motivation reconsidered
The Confluence of Environmental and Developmental Psychology
The Development of Consciousness of Self and the Emergence of Racial Identification in Negro Preschool Children
Self-concept development
Critical Race Theory
Adolescents' explanations for political issues
Every Shut Eye Ain’t Sleep”
Toward an experimental ecology of human development
Crafting identities and accessing opportunities post-Brown
Critical race theory
A threat in the air
Midwest and Its Children
The Evolution of Human Skin and Skin Color
| Unique citing works | 13 |
|---|---|
| Citations per year | 0,72 |
| Citation span | 2008 - 2023 (16) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 13 |