How Staff of Youth Programs Respond to Culture-Related Incidents
How Staff of Youth Programs Respond to Culture-Related Incidents
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青年项目工作人员如何应对文化相关事件
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Sandy Guzman
中科院分区：
文献类型：
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作者：
Vanessa Gutierrez;R. Larson;M. Raffaelli;Mariela Fernandez;Sandy Guzman
在许多青年项目中，项目负责人经常遇到文化和种族问题。这些事件很重要，因为它们反映了青年生活经验的强大层面，并将不公正和方案包容性问题摆在了突出位置。本研究考察了这些与文化相关的事件以及领导者如何应对这些事件。采访了来自27个主要为拉丁裔，非洲裔美国人和欧洲青年服务的项目的50名领导人。一半的项目服务于中学生，一半服务于高中生。定性分析确定了四类事件，每一类都为领导人提出了不同的考虑。两项（攻击性言论和歧视）涉及不当言论和不公正行为。第二个（对跨文化接触和文化认同和身份的不适）涉及青年对他人或自己群体的消极态度。领导人对事件的反应各不相同。一个普遍主义的种族盲团体声称，文化在他们的计划中并不重要，几乎没有报告任何事件。第二组报告了与文化有关的事件，但描述了有限的反应，因为他们缺乏信心或技能。第三组似乎代表了最佳做法：这些领导人直接参与事件，促进反思性对话，让青年吸取经验，分析情况，并通过集体讨论学习。实践的影响得出。
Incidents in which program leaders confront issues of culture and race occur regularly in many youth programs. These incidents are important because they reflect powerful dimensions of youth’s lived experience and bring issues of injustice and program inclusiveness to the fore. This study examined these culture-related incidents and how leaders responded to them. Interviews were conducted with 50 leaders from 27 programs serving primarily Latino, African American, and European youth. Half the programs served middle school–aged teens and half high school–aged teens. Qualitative analyses identified four categories of incidents, each presenting distinct considerations for leaders. Two (offensive remarks and discrimination) involved inappropriate speech and unjust actions. Two (discomfort with intercultural contact and cultural identification and identity) involved youth’s expression of negative attitudes toward others’ or own group. Leaders differed in their responses to incidents. A universalist, race-blind group asserted that culture did not matter in their program and reported virtually no incidents. A second group reported culture-related incidents but described limited responses because they lacked confidence or skills. A third group appeared to represent best practices: These leaders engaged directly with the incidents and facilitated reflective dialogue in which youth drew on experiences, analyzed situations, and learned through collective discussion. Implications for practice are drawn.
影响因子：
4
作者：
Seaton, Eleanor K.;Caldwell, Cleopatra H.;Sellers, Robert M.;Jackson, James S.
通讯作者：
Jackson, James S.