Taylor Hazelbaker
Biographic Data
| ID | 117648 |
|---|---|
| NAME | Taylor Hazelbaker |
| GIVEN NAMES | Taylor |
| FAMILY NAME | Hazelbaker |
| SIGNATURE | HAZELBAKER T |
| AFFILIATIONS | University of California, Los Angeles |
| ORCID | 0000-0002-4025-9012 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 46 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Negotiating Whiteness: Exploring White elementary school‐age children's racial identity development
A robust body of research has examined ethnic‐racial identity (ERI) development during middle childhood, predominantly among children of color. However, White children's ethnic‐racial identification and negotiation of Whiteness is less well understood. To address this gap, this study explored (a) the labels that White children use to define themselves and (b) their identity‐related beliefs and knowledge. Semi‐structured interviews were conducted …
Fostering anti-racism in white children and youth: Development within contexts
This article presents a developmental model of anti-racism among White children and youth. Informed by a structural-psychological framework (Syed & McLean, 2021), the model proposes that anti-racist development is inseparable from the structures and systems that uphold racial inequality in the United States. In articulating the processes by which children and early adolescents move toward becoming anti-racist, the model emphasizes foundational ab…
From Kindness and Diversity to Justice and Action: White Parents' Ethnic-Racial Socialization Goals
Ethnic-racial socialization (ERS) is the collection of practices by which individuals learn about norms, values, and customs regarding ethnicity and race (Hughes et al., 2006). In contrast to research with families of color, few studies have examined ERS among White families (Umaña-Taylor & Hill, 2020). In this study, we used the Consensual Qualitative Research procedure (Hill et al., 2005) to analyze the ERS goals expressed by 35 White parents o…
Being colorblind is one of the worst things”: White teachers’ attitudes and ethnic‐racial socialization in a rural elementary school
A phenomenological approach was used to explore White elementary school teachers’ attitudes about and strategies for addressing ethnicity and race in their classrooms. Semi‐structured interviews were conducted with teachers ( N = 12) in first, third, and fifth grade, art, and English language learning classrooms at a racially diverse, rural elementary school in the Midwest United States. Results highlighted a paradox in teachers’ attitudes and so…
Discrimination in Childhood and Adolescence: Forging Ahead on a Road Well-Traveled
Promoting Elementary School-Age Children’s Understanding of Wealth, Poverty, and Civic Engagement
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Fostering anti-racism in white children and youth: Development within contexts
This article presents a developmental model of anti-racism among White children and youth. Informed by a structural-psychological framework (Syed & McLean, 2021), the model proposes that anti-racist development is inseparable from the structures and systems that uphold racial inequality in the United States. In articulating the processes by which children and early adolescents move toward becoming anti-racist, the model emphasizes foundational ab…
From Kindness and Diversity to Justice and Action: White Parents' Ethnic-Racial Socialization Goals
Ethnic-racial socialization (ERS) is the collection of practices by which individuals learn about norms, values, and customs regarding ethnicity and race (Hughes et al., 2006). In contrast to research with families of color, few studies have examined ERS among White families (Umaña-Taylor & Hill, 2020). In this study, we used the Consensual Qualitative Research procedure (Hill et al., 2005) to analyze the ERS goals expressed by 35 White parents o…
Being colorblind is one of the worst things”: White teachers’ attitudes and ethnic‐racial socialization in a rural elementary school
A phenomenological approach was used to explore White elementary school teachers’ attitudes about and strategies for addressing ethnicity and race in their classrooms. Semi‐structured interviews were conducted with teachers ( N = 12) in first, third, and fifth grade, art, and English language learning classrooms at a racially diverse, rural elementary school in the Midwest United States. Results highlighted a paradox in teachers’ attitudes and so…
Negotiating Whiteness: Exploring White elementary school‐age children's racial identity development
A robust body of research has examined ethnic‐racial identity (ERI) development during middle childhood, predominantly among children of color. However, White children's ethnic‐racial identification and negotiation of Whiteness is less well understood. To address this gap, this study explored (a) the labels that White children use to define themselves and (b) their identity‐related beliefs and knowledge. Semi‐structured interviews were conducted …
Promoting Elementary School-Age Children’s Understanding of Wealth, Poverty, and Civic Engagement
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Promoting Elementary School-Age Children’s Understanding of Wealth, Poverty, and Civic Engagement
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Discrimination in Childhood and Adolescence: Forging Ahead on a Road Well-Traveled
Being colorblind is one of the worst things”: White teachers’ attitudes and ethnic‐racial socialization in a rural elementary school
A phenomenological approach was used to explore White elementary school teachers’ attitudes about and strategies for addressing ethnicity and race in their classrooms. Semi‐structured interviews were conducted with teachers ( N = 12) in first, third, and fifth grade, art, and English language learning classrooms at a racially diverse, rural elementary school in the Midwest United States. Results highlighted a paradox in teachers’ attitudes and so…
Negotiating Whiteness: Exploring White elementary school‐age children's racial identity development
A robust body of research has examined ethnic‐racial identity (ERI) development during middle childhood, predominantly among children of color. However, White children's ethnic‐racial identification and negotiation of Whiteness is less well understood. To address this gap, this study explored (a) the labels that White children use to define themselves and (b) their identity‐related beliefs and knowledge. Semi‐structured interviews were conducted …
Fostering anti-racism in white children and youth: Development within contexts
This article presents a developmental model of anti-racism among White children and youth. Informed by a structural-psychological framework (Syed & McLean, 2021), the model proposes that anti-racist development is inseparable from the structures and systems that uphold racial inequality in the United States. In articulating the processes by which children and early adolescents move toward becoming anti-racist, the model emphasizes foundational ab…
From Kindness and Diversity to Justice and Action: White Parents' Ethnic-Racial Socialization Goals
Ethnic-racial socialization (ERS) is the collection of practices by which individuals learn about norms, values, and customs regarding ethnicity and race (Hughes et al., 2006). In contrast to research with families of color, few studies have examined ERS among White families (Umaña-Taylor & Hill, 2020). In this study, we used the Consensual Qualitative Research procedure (Hill et al., 2005) to analyze the ERS goals expressed by 35 White parents o…
Political science (6 works) · Psychology (6 works) · Sociology (5 works) · Developmental psychology (4 works) · Gender Studies (4 works) · Social Psychology (4 works) · White (mutation (4 works) · Critical Race Theory in Education (3 works) · Early Childhood Education and Development (3 works) · Ethnic group (3 works)