IRADS: Center for the Study of Black Youth in Context (CSBYC)

背景中的黑人青年研究中心(CSBYC)将重点研究和行动非裔美国儿童和青年的社会、心理和教育发展。CSBYC有四个主要目标：(1)建立一个基础设施，对影响非裔美国儿童发展的生态、文化、种族和家庭背景进行一系列协调的研究调查；(2)为早期学者、研究生和本科生提供必要的技能培训，以便在不同的社区和学校环境中与不同的少数族裔儿童进行研究和实践；(3)在密歇根大学和当地社区之间建立合作关系和伙伴关系，为改善青年社会和教育成果的当前和预期的实践和干预方法提供信息；(4)作为学术、培训和实践方法的资源和交流中心，可供该州更广泛的学术和社区利益攸关方以及全国的机构和社区机构使用。为了实现这些目标，CSBYC调查人员将在四个不同的社区环境中对中学适龄儿童进行初步研究。该研究项目的目标是研究父母和家庭照顾者围绕种族对孩子进行社交的方式，并研究各种类型的育儿方式对孩子的学业和社会结果的影响。研究将使用多种方法(调查、家庭日记研究、定性访谈和观察)，展示父母如何根据所在社区的特点(例如，种族和经济多样性)选择育儿策略，以及他们对所在社区的种族、文化和阶级动态的评估。CSBYC的研究将有助于理解非洲裔美国儿童在不同的家庭、邻里和学校环境中的规范发展，这些环境相对较少得到系统的关注。对不同社会阶层背景的黑人青年的研究具有重要意义，原因有很多。首先，尽管美国黑人中产阶级不断壮大，但不成比例的研究只关注城市环境中的低收入黑人儿童和/或高危青年人口。因此，在研究和将其应用于促进青年发展的做法/干预措施方面，种族和社会阶层经常被混淆。对不同社会阶层的非裔美国儿童的家庭、教育和社会发展过程以及社区社会阶层和人口多样性的影响，如黑人家庭向中产阶级或郊区环境的迁移和代表性的增加，了解得较少。例如，研究表明，父母教育是非裔美国年轻人学习成绩的最大预测因素之一，但即使是中产阶级的非裔美国学生在学习成绩上也落后于欧洲裔美国学生。这种模式表明，不同社会阶层背景的父母在为孩子谈判上学过程方面存在差异。它还表明，在越来越高的社会经济水平中，家庭过程的变化仍然有很多需要了解的地方。通过从不同的社区背景研究黑人家庭，CSBYC调查人员将以支持研究人员、社区、学校和家庭鼓励儿童和青少年成功发展的努力的方式，解决有关黑人青年发展性质的重要问题。

The Center for the Study of Black Youth in Context (CSBYC) will focus on research and action on social, psychological, and educational development among African American children and youth. The CSBYC has four major objectives: (1) to develop an infrastructure for a series of coordinated research investigations of the ecological, cultural, racial, and familial contexts that influence the development of African American children; (2) to provide training for early scholars, graduate students, and undergraduate students around skills necessary to do research and practice with diverse populations of ethnic minority children in diverse community and school settings; (3) to cultivate collaborative relationships and partnerships between the University of Michigan and local communities to inform current and prospective practice and intervention approaches for improving youth social and educational outcomes; (4) to serve as a resource and clearinghouse for scholarship, training, and practice approaches that can be utilized by scholarly and community stakeholders in the state more broadly, as well as among institutional and community settings nationally. To meet these goals, CSBYC investigators will conduct an initial research study of middle school aged children in four diverse community settings. The goals of the research project are to study ways parents and family caregivers socialize their children around race and to examine the influence of various types of parenting on child academic and social outcomes. Using multiple methods (surveys, family diary studies, qualitative interviews, and observations), the research will show how parents choose parenting strategies based on characteristics of their communities (e.g., racial and economic diversity) along with their appraisals of the racial, cultural, and class dynamics of their communities. The CSBYC research will contribute to understanding of normative development of African American children within their varying family, neighborhood, and school contexts, which has received relatively little systematic attention. The study of Black youth from different social class backgrounds is important for a number of reasons. First, despite the growing Black middle class in America, a disproportionate number of studies have focused only on low-income Black children in urban settings and/or on high-risk youth populations. Consequently, race and social class often are confounded in research and in its application to practices/interventions to enhance youth development. There is less knowledge of family, educational, and social development processes of African American children across different social class groups and the implications of community social class and demographic diversity, such as Black families' movement to, and increasing representation in, middle class or suburban settings. For instance, studies show that parental education is one of the biggest predictors of school achievement among African American youth, yet even middle class African American students trail their European American counterparts in academic achievement. Such patterns suggest that parents of different social class backgrounds differentially negotiate the schooling process for their children. It also suggests there still is much to be learned about variation in family processes within lower and higher socioeconomic levels. By examining Black families from diverse community contexts, the CSBYC investigators will address important questions about the nature of development among Black youth in ways that can support the efforts of researchers, communities, schools, and families to encourage successful development among children and adolescents.