Crafting identities and accessing opportunities post-Brown.
Decades following Brown v. Board of Education (1954), issues regarding the effects of skin color, poverty, and racial differences in the availability of protective factors persist. For a multiethnic sample of mainly African American (56%), female (69%), and high-achieving (65%) youths, a dual-axis model of vulnerability is used to compare four groups of youths identified as high, masked, low, and undetermined vulnerability on the basis of the presence of risk and protective factors. Risks included level of poverty, number of parents in home, and skin-color pigmentation. Protective factors included youths' perceptions of school climate, parental monitoring, and consonance between skin pigmentation and preferred skin color. The author suggests that 50 years post-Brown, issues concerning White privilege, color stereotyping, power discrepancies, and economic disparities maintain "invisible" and persistent hurdles for vulnerable youths who vary on available protective factors. Findings confirm the impact of vulnerability on psychosocial and achievement outcomes.
Spencer
Margaret Beale
MB
Graduate School of Education, University of Pennsylvania, Philadelphia, PA 19104-6216, USA. marges@gse.upenn.edu
D000293:Adolescent; D001290:Attitude; D001363:Awards and Prizes; D002755:Choice Behavior; D005006:Ethnicity; D006801:Humans; D012867:Skin; D012933:Social Identification; D012938:Social Perception; D012959:Socioeconomic Factors