Dimensions+of+Diversity+I


 * HEHD 800: Foundations of Youth Development**
 * Wiki Group 2: Dimensions of Diversity I**


 * Directions: ** In the space below, your team should provide a summary of information related to the course topic by synthesizing the key points in the readings this week, providing real-world examples and applications of the content, and identifying and linking to new resources that cover the course material. In addition, your team should b will provide at least one interesting and engaging discussion question that captures some key point/s of interest related to your team's topic. Your team will then lead this discussion for approximately 10 or 15 minutes during our synchronous class meeting on Tuesday night.

This week’s articles looked at youth development of diverse populations. Our section focused predominantly on race/ethnicity and social class. The articles focused on how we can use positive youth development to help marginalized youth succeed in society regardless of the barriers that exist by being part of a marginalized population. Many of the articles discussed how we must be aware of the different socio-cultural situations that the youth are raised in when creating our programming.

The Rodriguez, Morrobel, and Villaruel piece discusses the influx of Latino immigrants and its impact on the social sphere of these communities. This population has not received appropriate support, leading to a huge education gap. There is also gap in the literature surrounding the Latino population and how to program for youth. The literature that does exist is deficit based and focuses on the negative stereotypes within the community. Adding to this piece, the Suarez-Orozco and Todorova piece uses Dario to exemplify the life of immigrant youth in the US. It discusses the issues of family connections and transitions and the importance of building networks for these new youth. PYD programs are a great way to help rebuild these networks and create a new social world to encourage successful youth. The Olive article is very similar with its ideas to the Rodrigues et al. article in its idea that we need to pay attention to the socio-cultural aspects of the Black communities and focus on how we can use PYD to help them rather than focus on the negatives. One of the major factors mentioned in all three of these articles is the socio-economic status of the minority populations which the Hay et al article discusses in depth. They looked at the connection between delinquency and poverty which is adds a second layer of marginalization to the already racially/ethnically marginalized youth and is an important factor when programming for youth from lower SES communities. And to wrap all of these experiences together, the Russell and Van Campen article looks at the history and state of inclusion of marginalized youth in youth development programs. They use immigrant and queer youth populations as their examples. They discuss the importance of inclusion and cultural sensitivity when creating positive youth development programs and organizations.
 * Please see the author links for summary pages about each individual article.**

Question: How do we contend with respectfully fostering inclusion without either being colorblind and thus ignoring cultural relevancy, or over-highlighting the differences?

What are some specific ways that your PYD programs foster inclusion and how can these readings be utilized to reinforce or improve your programming? How could we best utilize parents in our community to strengthen our PYD programming and to improve community culture?

Russell & Campen: Russell, S. T., & Van Campen, K (2011). Diversity and inclusion in youth development: What we can learn from marginalized young people. //Journal of Youth Development, 6//(3), 95-108.

Olive: Olive, E. (2003). The African-American child and positive youth development: A journey from support to sufficiency (pp. 27-46). In F. Villarruel, D. Perkins, L. Borden, & J. Keith (Eds.). //Community Youth Development: Programs, Policies, & Practices.// Thousand Oaks, CA: Sage Publications.

Hay, Fortson, Hollist, Altheimer, & Schaible: Hay, C., Fortson, E., Hollst, D., Altheimer, I., & Schaible, L. (2007). Compounded risk? The implications for delinquency of coming from a poor family that lives in a poor community. //Journal of Youth and Adolescence, 36,// 593-605.

Suarez-Orozco & Todorova: Suarez-Orozco, C., & Todorova, I.L. (2003). The social worlds of immigrant youth. //New Directions for Youth Development, 100,// 15-24.

Rodriguez, Morrobel, & Villarruel: Rodriguez, M.C., Morrobel, D., & Villarruel, F.A. (2003). Research realities and a vision of success for Latino youth development (pp. 47-78). In F. Villarruel, D. Perkins, L. Borden, & J. Keith (Eds.). //Community Youth Development: Programs, Policies, & Practices.// Thousand Oaks, CA: Sage Publications.