1) The document summarizes a study that examined how white youth understand structural racism. It involved interviews with 16 white 7th-8th graders. 2) The study found that developing an understanding of structural racism for white youth is a process that involves gaining initial awareness, reflecting independently and with others, developing empathy and perspective-taking, and grappling with their white identity. 3) Factors like parental socialization and multicultural education programs appeared to influence white youths' understanding of structural racism according to the study.

1. HDFS 3700 SOCIAL
JUSTICE AND
ADOLESCENCE
PROJECT
Mary Lovegrove

2. ARTICLE
• For my PowerPoint I chose the article titled:
Developing an Antiracist Stance: How White
Youth Understand Structural Racism

3. IMPORTANT VOCAB
• Structural racism: Structural racism encompasses both institutional racism
and the broader effects of racism embedded within social structures
• Racial bias: A preference one has based on race

4. OVERVIEW
• The article describes a study conducted to see how white youth understand
structural racism and how they develop these understandings. The study
conducted interviews with 16 white students in seventh or eight grade in a
suburban school. The study used grounded qualitative analysis to
understand their findings.

5. RESEARCH QUESTIONS
• The study focused on two main research questions
• 1. How white youth understand structural racism on an abstract and personalized
trait?
• 2. What are the processes of developing these understanding?

6. PROBLEM BEING DISCUSSED
• The main problem of the article being discussed is structural racism and
how it develops in white youth as well as ways to prevent and talk about the
issue.

7. PURPOSE
• The purpose of this study was to examine how white youth understand
structural racism on different levels and the process of developing these
understandings

8. METHOD
• The study utilized a constructive grounded theory method focused on
inductive analysis and knowledge co-construction based on interviews
conducted with seventh- and eighth-grade.

9. INTERVIEWS
• The interview participants were selected through a quantitative survey.
Students had to get parental consent to participate in the questionnaire.
• The study talks about how they utilized purposeful sampling. This means
identifying students with more advanced White racial consciousness
relative to their peers, the goal was to examine the process of developing
such consciousness.

10. INTERVIEW QUESTIONS
• The interviews were 45-60 minutes long and focused on how youth
understood racism and explored the developing of this understanding.
• The interviews used clarifying questions on certain responses or themes to
get more detailed information.

11. PARTICIPANTS
• The students in the survey were from a northeast population that is 85%
white. The student body has a majority of white students with a roughly
equal minority populations of Black or African American (10.0%), Asian
American (10.0%), and Hispanic/Latino students (7%).
• Many students of color at the school were not residents of the town but
were bused in from the nearby city through a state funded program that
focused on promoting racial integration and equal educational
opportunities to students of color.
• This population was chosen based on demographic of the students.

12. IMPLEMENTATION IN SCHOOL
• Following the interviews a 13-week, once-weekly multicultural antibias
course became part of the seventh- and eighth-grade curriculums.
• While not the original focus of this study, the importance and impact of
this course emerged as a theme during the qualitative interviews and
therefore the program developed to educate all students and not just those
in the study
• The seventh and eight grade students had different curriculums developed.

13. DATA ANALYSIS
• The data was analyzed with an inductive constant comparison model.
• This means the researcher would find common themes from each
interview and wrote them down and analyze them. These were considered
codes and researchers would classify these into categories and analyze them.

14. WHAT THE STUDY FOUND
• The study found that developing structural racism understanding for white
youth involved a process of
• developing an initial understanding of the existence and meaning of
structural racism
• reflecting on this awareness independently and with others
• developing emotional connections to these issues (sympathy)
• developing perspective taking skills and empathy
• engaging and struggling with one’s identity as a White person

15. OTHER IMPORTANT FINDINGS
• Results also provided support for the importance of parental racial
socialization practices and multicultural antibias education in the process
of developing structural racism understanding for white youth.

16. MAIN FINDINGS
• The process of movement among these spaces was characterized by cycles of
awareness/knowledge and reflection interacting with three motivational
processes: sympathy, empathy, and identity struggle (commitment). These
motivational processes seemed particularly characteristic of movement
related to specific negotiation spaces, as they built upon the developing and
emerging understandings characteristic of these spaces.

17. RESULTS ON PARTICIPANTS
• Participants reflected on the interview and data after and reported an
increase in many different areas
• Developing and reflecting on learning and awareness
• Developing sympathy and empathy
• Developing a strong sense of own identity and identity of others

18. PERSONAL FINDINGS
• I found the article to be very informative and resourceful. Seeing how they
conducted the survey was very interesting since it was not numerical
measure bale research. It was useful to see how the survey was conducted
and the data it produced. The findings from the article also made me
reflect on my own thoughts on the topic.

19. RELATION TO CURRENT DAY
• This article was published in 2017 before the current black lives matter
movement in 2020. it would be interesting to see how this research would
have been affected by the black lives matter movement and how responses
may have varied.

20. REFERENCES
• Catharine R. B. Thomann, K. (2017, February 12). Developing an
Antiracist Stance: How White Youth Understand Structural Racism -
Catharine R. B. Thomann, Karen L. Suyemoto, 2018. Retrieved December
11, 2020, from
https://journals.sagepub.com/doi/full/10.1177/0272431617692443