Dimensions+of+Diversity+II

HEHD 800: Foundations of Youth Development Wiki Group 3: Dimensions of Diversity II

===**How can we, as youth development professionals, better serve the youth and meet their needs by equipping ourselves with diversity understanding? How do we train those individuals working with youth to do this? Why is this important?**===

While the question may seem simple, take a moment and really think about it. Below you will find summaries for our readings that examine and discuss various dimensions of diversity concerning youth. The issues below, we feel, aren't your typical topics when considering youth diversity. The spectrum goes from adolescent spirituality to youth with disabilities (and in reality we all know there is a lot more in between). We feel that most of these issues aren't typical, because we don't //think// we deal with them on a regular basis (or we never have). But the challenge comes in as youth professionals to be prepared, willing, and able to work with all dimensions of diversity. How do we do that for ourselves and all youth workers?

Article Author/s: Pamela Ebstyne King
 * Article Title: //Adolescent Spirituality and Positive Youth Development: A Look at Religion, Social Capital, and Moral Functioning// **


 * Introductory Concepts:**
 * The importance religion and spirituality have on the development of a young person’s life.
 * Research on the difference religion and spirituality makes for one young person’s life against one who doesn’t have the foundation to believe in either.


 * Definitional Issues:**
 * Religion or spirituality places awareness of self, and yields a sense of meaning or purpose in life that provides direction or guidance often at an existential level.
 * Spiritual Development is recognized as the process of growing the intrinsic human capacity for self-transcendence, in which the self is embedded in something greater than the self, including the sacred.
 * Religiousness refers to the extent to which an individual has a relationship with a particular institutionalized doctrine about a supernatural power, a relationship that occurs through affiliation with an organized faith.
 * Those youth that believe and have an understanding have a certain sense of meaning or purpose in life that provides them with direction or guidance.


 * Empirical Evidence:**
 * A number of studies suggest that religion is a constructive resource for enabling youth who are either physically ill or well to cope with problems.
 * Church attendance has been found to be a key factor in promoting health-enhancing behaviors, such as exercise, diet, dental, hygiene and seat belt use.
 * Research shows that school performance and academic achievement to have positive but modest correlations with church attendance and religious importance.
 * Studies also show individuals nominated for moral excellence also note religious themes as distinctive among many nominees.
 * Several studies provide support for the argument that religion can function as a resource in positive identity development among youth.
 * Having a sense of meaning and or purpose in life seems to help young people navigate through the waters of adolescence, giving them the motivation to achieve and endurance to overcome obstacles.


 * Religion, Social Capital, and Moral Functioning**
 * One study rested on two assumptions 1. Religious influences on moral outcomes are socially mediated and 2. Youth who are embedded in a social network that is often associated with religious communities will evidence in greater participation in moral actions and attitudes
 * Another study showed that active religious participation appeared to be related to higher level of involvement of nonparental adults
 * The relationship a parent or nonparental influence has over a youth could be a reason as to why that youth participates in religious activities or groups and has strong morals they uphold.


 * If there are only 3 things you should remember about this article, remember these**:
 * 1) Parents, teachers, YDL are starting to recognize the importance of religious beliefs or morals for youth, and how it affects their lives as a whole, in the classroom, in the community and even at home.
 * 2) Programs that promote relationships characterized by meaningful communication and time spent together, trust and respect, and common values, beliefs and goals have an opportunity to promote social capital to the youth that are willing to participate.
 * 3) Through lots of surveys and programs the findings were as such: that religion and spirituality must be considered as an important part of a young person’s developmental context.

As youth development leaders how do we implement religious views or beliefs in our programming when not everyone believes or follows one specific religion? How do we cater to the needs of those who are different? And how do we cater to the needs of those who do not believe at all when studies show that some form of religion or spirituality give young people a sense of guidance?
 * Discussion question for this article:**

Article Author(s): William Pollack
 * Article Title: //Real Boys: Inside the World of Boys: Behind the Mask of Masculinity// **
 * Introductory Concepts**
 * Boys and young men often hide behind a mask of masculinity instead of displaying there true emotions.
 * The effects and issues associated with masking their feelings.
 * Research on how to get the boys to step out from behind the mask and to get them to communicate and express their feelings.


 * The Boy Code: "Everything is just fine"**
 * Page 4: When confronted by his mother, Adam, a 14 year old boy, continued to deny any problems
 * The influence from a boy's father often plays one of the most significant roles on their development
 * The socioeconomic status of the boy's family must be taken into account when evaluating the boy. On page 4, Adam is bullied because he received a scholarship to attend a rich school. The kids bullied him, calling him, "white trash" and telling him he didn't belong. Adam continued to hide his feelings stating, "I get a little down, but I'm good at hiding it. Even when the kids call me names or taunt me, I never show them how much it crushes me inside. I keep it all in."
 * Studies have shown that Boys are taught from a young age to "act tough". They truly believe that it is alright for girls to cry and show love and compassion and other sensitive emotions, but not alright for boys to do so.


 * Stepping Out from Behind the Mask-Issues/Effects**
 * Boys believe that they must "conform to our society's expectations"- that means not showing feelings of fear, love, loneliness..etc
 * Today, boys have become so good at masking their emotions that it is tough to tell who really needs help.
 * The Boy Code: Act like a man not a girl- Research has taken huge strides in revising its ideas about girls in women. However, the same "boy code" that has been employed by families and schools since the 19th century is still operating in force.
 * Page 6: The "boy code" puts boys and men into a gender straightjacket-thus the loss of creativity, originality-reducing us all as human beings.


 * How to Get Behind the Mask**
 * Parents and mentors who are most often present in a boys life must take the first step: becoming more sensitive to the early signs of the masking of feelings.
 * Communication: Learning how to talk to boys that make them feel comfortable instead of ashamed to discuss their feelings.
 * How to accept a boy's emotional schedule- boys often take a while to open up and share their emotions.
 * "Connection through action"- instead of sitting a boy down to discuss feelings, research shows it is best to get involved with them in an activity they enjoy. When joining a boy in an activity the boy enjoys (sports, music, etc.) they will feel more apt to open up to you.
 * Sharing your own experiences: tell stories from your life where you had ups and downs, or even recent events that were challenging.


 * Change and Separation**
 * Research shows that at birth and the first few months after, males are more emotionally expressive than females. By the time boys reach the age of five or six, this has flip flopped.
 * Recent research points to two different causes of this:
 * Shame in the toughening up process-little boys are taught to feel ashamed of their feelings or guilty for not being tough.
 * The separation process- boys separating emotionally from their mother as they grow older.


 * Youth Serving Organizations**
 * Guidance counselors, teachers, youth development leaders need to be trained on the "Boy Code" and understand how it restricts boys.
 * Organizations should assign a mentor to the boys involved in the program. For example, a mentor for a boy that is into sports could be someone who played sports in college/high school or a gym teacher.
 * Page 9: one of the major keys is to realize places in which the boy might feel trapped in a "boy code" situation. Gym classes, bus rides, extracurricular sports are all places in which there are large groups of boys, but very little supervision. Taunting, bullying, fighting, and much other things are more likely to happen during these times and boys typically don't like to tell on one another as it is part of the "boy code."
 * Finally, using measurements to show the boy his progress. Similar to schools giving a kid a report card for grades, give him one for his social life.

1. Mixed Messages- today's society wants boys to open up and share their vulnerable feelings. However, we expect them to "cover their need for dependency and hide their natural feelings of love and caring behind a mask of masculine autonomy and strength." 2. Parents, teachers, mentors, and youth development leaders must truly learn how to approach and get the young boys to step out from behind their mask. This is done not by sitting the boy down for a talk, but mentoring and being involved in the boys life- joining him in activities he enjoys and opening up to him, in return he will open up to you. 3. A lot of emphasis is put on girls/women and their emotions. More research and programs need to be developed to reach out emotionally, not just physically, to boys and crack the cycle of the "boy code."
 * 3 Things to Remember**:

When there is a lack of a male figure in the home, how can a single mother better reach out to her son who might be putting on a "front" to act tough in front of others, when really he is hurting inside?
 * Discussion Questions**: As youth development leaders, who might only get a few hours a day/week to spend with a kid, how do we get them to open up to us? Especially with boys is there a way for women as teacher or YDL's to get the boys to open up and express his feelings with you. How?

**Article Title: //Research on Adolescent Sexual Orientation: Development, Health Disparities, Stigma, and Resilience//** Article Author/s: Elizabeth M. Saewyc
 * INTRODUCTION & BEGINNING**
 * Sexual orientation research is not a new area, however since 1998 has expanded to help better understand all youth to better understand sexual orientation development.
 * Research includes heterosexual teen.
 * Research takes into account gender & ethnic differences.


 * MEASUREMENT OF SEXUAL ORIENTATION AMONG ADOLESCENTS**
 * Difficulty in defining terms has caused disparities in understanding through research.
 * Page 257: The most common definitions of sexual orientation are focused around the concept of ‘‘orientation,’’ that is, __an erotic inclination toward people of one or more genders__, most often described as sexual or erotic attractions (Savin-Williams & Ream, 2007; Sell, 1997)
 * Other things to consider include attraction, self-identity, and behavior.
 * Development, particularly puberty, must be taken into account when measuring sexual orientation.
 * Sexual orientation is not stable or consistent. But can change with environment and society.
 * Studies have shown a trend that adolescents tend to not align with the identity labels provided by defining various sexual orientations (gay, lesbian, etc.) because they are too permanent.


 * RESEARCH ON THE DEVELOPMENT OF SEXUAL ORIENTATION AMONG ADOLESCENTS**
 * Research examines how and when the “process” of developing one’s own sexual orientation unfolds. However, the below model focused solely on the ‘deviant’ milestone attractions and did not vary between male or female:
 * Sensitization: Awareness of feelings and attractions
 * Identity confusion: Ability to not see your attractions conforming or fitting with society and those around you
 * Stigma and distress: Of personal decision, may lead to a transitional stage (bisexual)
 * Commitment: Confidently recognizing with identity
 * Peer, family, and societal perspective weigh heavily on an adolescents decision to feel comfortable to disclose sexual identification. The safer the environment, the more confident an individual is.
 * Ethnicities tend to have a greater struggle with identifying with no heterosexual sexual orientation.
 * 260: “the argument is that greater visibility of positive sexual minority role models and changing legal status, such as legal same-sex marriage in Canada, several European countries, and several U.S. states, may alter the pressures and opportunities experienced by adolescents during the developmental process.” Greater media and societal understanding allows for more comfort of a developing adolescent.
 * Research verifies that sexual orientation is a process through experimentation, attractions, behavior, social pressure, and visualization that is not stagnant or stable through adolescences into adulthood.
 * The ability to “discover” your sexual orientation is part of the process for youth, labeling provides little room for change if permanency isn’t certain.


 * HEALTH DISPARITIES AMONG SEXUAL MINORITY ADOLESCENTS**
 * Mental health and suicide:
 * Minority sexually oriented youth have a significantly higher level of emotional distress, depression, self-harm, and thoughts of suicide as compared to their heterosexual peers.
 * Boys are typically at higher risk, including ethnic minority males.
 * Substance Use and Abuse:
 * Minority sexually orientated youth tend to have a higher indicated use of drugs and alcohol.
 * However, it could be that these youth are more open to being honest than their heterosexual counterparts?
 * Sexual Risk Behaviors, Sexually Transmitted Infections (STIs), and Pregnancy
 * Sexual minority and heterosexual youth tend to show similar rates of risky sexual behavior.
 * The definition of sexual intercourse may be very unclear to youth, especially those in homosexual relationships.
 * Body Image, Overweight, and Eating Disordered Behaviors
 * Possibly, sexually minority girls are more likely to be overweight
 * Exposure to Violence, Abuse, Harassment, and Injuries
 * 264: LGBQ youth are significantly more likely to be targeted for violence than heterosexual teens in every setting (Coker et al., 2010).
 * Abuse and harassment tend to be prevalent highest in peer groups and social setting, particularly school, as well as at the home.


 * THEORETICAL EXPLANATIONS FOR THE HEALTH DISPARITIES: RESEARCH ON CONTRIBUTING ACTORS**
 * Youth with sexual minorities struggle more with the stress and anticipation of stigma.
 * Higher levels of potential risk factors.
 * Fear of family rejection
 * Health disparities are mostly grounded in the affects of stigma, rejection, and social exclusion.
 * Not all youth are negatively affected.


 * MOVING BEYOND DISPARITIES: FOCUSING ON RESILIENCE AND PROTECTIVE FACTORS**
 * Minority sexual youth can highly benefit from supportive and understanding adult relationships and peer groups.
 * These relationships foster more positive outcomes for these youth (build confidence, appreciation, self understanding, etc.)
 * 266: “In recent years, a growing number of studies have documented that LGBQ adolescents have fewer supportive resources to draw upon, especially bisexual adolescents; they have lower family connectedness or support as well as lower connectedness to school, lower connectedness to other adults, and lower peer support.”
 * These protective factors are the same for heterosexual adolescents. However, it tends to be more difficult for sexual minority adolescents to receive these protective factors. Caring adults, religious/spiritual guides, peer groups, school systems (teachers, counselors) etc. are all considered protective factors available to youth.
 * Great involvement with similar sexual minority groups and organizations decreases risk factors and provides more likely for a protective factor. Once again, the feeling of acceptance.


 * INTERVENTIONS TO PROMOTE HEALTHY DEVELOPMENT OR REDUCE HEALTH DISPARITIES AMONG SEXUAL MINORITY ADOLESCENTS: SUGGESTIVE EVIDENCE, LIMITED INTERVENTION STUDIES**
 * Highest prevalence of HIV/AIDS is in young homosexual men.
 * There is lack of promotion of health and decreasing disparities for all sexual minority adolescents. Harassment, stigma, and exclusion are human actions that remain common and uncontrolled to protect the minority adolescents.
 * There are few evaluative intervention methods to reduce these risk factors and health disparities.
 * Suicide and harassment are two of the most prevalent health disparities between homosexual and sexual minority adolescents.


 * THE NEXT DECADE: RECOMMENDATIONS FOR FURTHER RESEARCH ON ADOLESCENT SEXUAL ORIENTATION**
 * More studies and research must be conducted to include all adolescents, behaviors, systems, risk factors, and protective factors.
 * 268: “As mentioned above, future studies should include detailed work on developmental trajectories, including cross-cultural exploration of meanings and patterns of sexual orientation development. This can best be achieved through a combination of longitudinal prospective research to disentangle competing explanations and carefully sequence the timing of potential confounding factors, as well as in-depth qualitative studies, to elicit rich narrative meanings of experiences, plus population-based studies of sufficient size to include adequate representation from ethnic minority groups.”
 * There should be more promotion of good health, support, and understanding of exploration for sexual minority youth


 * Article Summary**: Research of adolescent sexual orientation has only been seriously studied in the past 10+ years. Sexual orientation considers all orientations (heterosexual, homosexual, bisexual, and anything in between). This article focuses mainly on the disparities between sexual minorities (not heterosexual) and heterosexual teens. Sexual minorities tend to see higher negative health factors (depression, thoughts of suicide, suicide, stress, etc.), struggle with stigma, harassment, embarrassment, confusion, and misunderstanding.
 * If there are only 3 things you should remember about this article, remember these**:
 * 1) More research is necessary to better understand how adolescence come to understand, cope, actualization, process, and develop their individual sexual orientation.
 * 2) Sexual minority youth have greater health disparities than their homosexual counterpart mainly due to harassment, stigma, self identity confusion, and misunderstanding. More protective factors are needed for these youth to promote fewer health disparities.
 * 3) More adolescence, than ever indicated before, are showing more exploration of sexual minority orientations. Youth are exploring at a younger age, both males & females, especially acceptance of bi-sexual orientation.


 * Discussion question for this article**:How can we, as youth development professionals, better equip ALL youth to safely understand their sexual orientation and the acceptance of others? Why is it important to consider?
 * Other**: “This paper reviews the body of research from the past decade on adolescent sexual orientation, focused on issues of measurement, developmental trajectories, evidence related to health disparities, and the risks and protective factors that help explain the health and developmental challenges some lesbian, gay, and bisexual adolescents experience. Although many sexual minority adolescents face stigma and rejection within their families, their schools, or their communities, it should be noted that most successfully navigate the developmental tasks of adolescence and attain similar levels of health and well-being as their heterosexual peers, often despite the stigma and discrimination they encounter.” –Introduction, 256

Author: Mary Pipher PhD
 * Book Title: //Reviving Ophelia Saving the Selves of Adolescence Girls Developmental Issues –“I’m Not Waving, I’m Drowning”// **


 * OPENING CONCEPTS**
 * 1) Adolescence is compared to the environment; borders incorporating the rich and most diverse areas. Adolescence, the border between childhood and adulthood, has a richness and diversity unmatched by any other stage in life; complex and intense, marked by an extreme preoccupation with the self.
 * 2) Puberty is defined as the biological changes; and adolescence defined as the social and personal experiences of puberty.
 * 3) Two structures interact during this period: surface structure and deep structure. Surface structure hides the deep structure, including the visual impetuous behaviors. Deep structure is the internal, tough, deep, often hidden struggle combining the past and present.
 * 4) Our youth are spending more time in adolescence increasing their time grappling with their deep structure.


 * CATEGORIES OF DEVELOPMENT**:


 * PHYSICAL SELVES**:
 * 1) Preoccupation with changing bodies: size, appearance, proportions,
 * 2) Cultural and media pressures damage self image and health
 * 3) Girls define self, and allow culture to define self, by appearance


 * EMOTIONAL SELVES**:
 * 1) Emotional systems are immature, exhibiting unpredictable behavior, perspective is missing
 * 2) Adolescence/female goal is to emerge as an authentic person possessing “vibrancy”. "authentic means to own all thoughts and feelings, including those that are socially unacceptable. Self-esteem is based on one's capacity to be authentic. When one disowns part of oneself, self esteem is lost and with it confidence. (Miller 1981); “vibrancy is a state of psychological health in which people accept themselves instead of relying on others to accept them." (Miller).


 * THINKING SELVES**:
 * 1) Unable to think abstractly, difficulty reasoning, over analyzes, over generalizations
 * 2) Ego-centrism and invulnerability strong and unpredictable
 * 3) Feelings of a rudderless ship


 * ACADEMIC SELVES**:
 * 1) Males valued more in school system
 * 2) Failure attributed to lack of ability, low self confidence, distrust in judgment,
 * 3) Females need personal and small structure, large Jr. High not nurturing environment
 * 4) Peer pressure discourages academic success, embarrassment of success


 * SOCIAL SELVES-FAMILY**
 * 1) Family structure changing, parents struggling with own problems
 * 2) Adolescence push for freedom, parents pull to protect
 * 3) Parents failure to think progressively of our changing world and their roles


 * SOCIAL SELVES – PEERS**
 * 1) Peers can help adolescence growth but, can also label and exclude
 * 2) Peer culture can bring forth offerings of sex, drugs, unwanted sexual harassment
 * 3) Peer pressure can make adolescence wander from true self


 * SPIRITUAL SELVES**
 * 1) Spiritually adolescence is time of searching for meaning and order; also time for doubt and crisis
 * 2) Girls true to self will respect and embrace their spirituality


 * CONCLUSION**:
 * 1) Adolescence is a time of intense change, during the most formative years in a females life
 * 2) Girls true selves will be preserved or sacrificed; with implications reaching into adulthood
 * 3) Developmental needs for girls has changed very little; need for love, safety, freedom, values, friends, and self respect. What has changed, dramatically, is their world.


 * If there are only 3 things you should remember about this article, remember these**:
 * 1) “to lose confidence in one’s body is to lose confidence in oneself” De Beauvoir []
 * 2) A healthy female’s goal is to emerge from adolescence as an authentic person possessing vibrancy "__authentic__ means to own all thoughts and feelings, including those that are socially unacceptable. Self-esteem is based on one's capacity to be authentic. When one disowns part of oneself, self esteem is lost and with it confidence. (Miller 1981)__vibrancy__ a “state of psychological health in which people accept themselves instead of relying on others to accept them." (Miller). []
 * 3) Generalizations about adolescence do not apply to every girl; except for the fact that every girl needs love

Author: Devine, M. A. & Parr, M. G.
 * Article Title: //Come on in but not too far: Social capital in an inclusive leisure setting// **


 * Background:** Even after PL 94-142 and post-revisions, the American Disabilities Act (Devine, 2005) and considerable effort by society, individuals with special needs still have a feeling of isolation due to “lack of contact between individuals with and without disabilities” (Biklen, 2000 as cited by Devine & Parr, 2008, p. 391). While much research has shown that individuals with disabilities do benefit from interaction in leisure settings, there is little research supporting the “benefit of contact on the formation of social capital” (p. 391). In this article, social capital is defined as “the ability of actors to secure benefits by virtue of membership in social networks or other social structures” (Portes, 1998, p. 6, as cited by Devine & Parr, 2008, p. 391). Providing more information on the benefits of social capital is the justification for this study.


 * Purpose:** Both the abstract and the article state the purpose, which is to investigate relationships among handicapped and non-handicapped individuals in a recreational camp setting.


 * Settin**g: The authors studied a mid-western five-night residential summer inclusion camp.


 * Subjects:** Subjects were two male and six female campers ranging between 7-15 years of age.


 * Intervention:** Of the eight campers selected, four were special needs campers who were selected based on “using purposive sampling” (p. 397). The remaining four campers were selected based on the following criteria: previous camp attendance, knowledge of the “camp’s inclusion practices,” cabin assignment, and their willingness to be interviewed (p. 397).


 * Research Design:** The qualitative study used the social capital theory as a framework to analyze “the nature of reciprocal exchanges and social structure within the camp setting” and “to examine ways in which the inclusive contexts extends or impedes the sense of social capital” (p. 396).


 * Data Collection and Analysis:** Two methods of data collection were used. Field notes were collected over a four-week period. In addition, one semi-structured interview was conducted with each of the campers. All interviews were scripted and tape-recorded. Each interview was between 45-75 minutes in length. As all data were gathered, general themes were created: “perceptions, contexts, and roles” (p. 398).


 * Findings:** According to Devine and Parr (2008), “findings indicated that inclusive leisure contexts can serve as a mixed determinant of social capital” (p. 399). From this concept, three major themes were formed.

The first was titled “reciprocity and investments” (p. 399). While different in their ideas and ways, all were believed to contribute to the group. However, campers without disabilities //were// unsure of how they received any benefits from their comrades with disabilities.

The second theme, “inclusion as camouflage” (p. 401), seemed to bring about a noticeable increase in the gap between differences. The campers stated they were uncomfortable with the differences of their peers with disabilities.

The third theme, which was titled “roles played in mediating social capital” (p. 403), found campers stating that counselors played the most important part in this particular theme. The article stated that camp counselors are the “bridge” that bonds campers to accepting not only themselves and their limitations, but also others, as well (p.403).


 * Conclusions**: Social capital plays a major part in everyday life. The authors point out that “findings from this study could point to ways that inclusive contexts may impede the sense of social capital” (p. 405). In addition, Devine and Parr (2008) expressed that while all attempts were made to ensure social capital during camp, there is a question of whether or not it carried over after the conclusion of the camp experience.


 * Real-World Examples and Applications::** If YDL ever have a chance in helping youth build assets and be successful, we must understand the concept of social capital and how it supports a youth’s chance of survival and growth toward a productive citizen. Furstenberg and Hughes (1995) stated "that social capital, broadly construed, plays a role in helping youth negotiate their way out of disadvantage’’ (p. 580).

Devine, M. A. & Dattilo, J. (2000). The relationship of social acceptance and leisure lifestyles of people with disabilities. //Therapeutic Recreation Journal, 34//, 306-322.
 * Identifying and Linking to New Resources**:

Devine, M. A. & Lashua, B. (2002). Constructing social acceptance in inclusive leisure contexts: The role of individuals with disabilities. //Therapeutic Recreation Journal, 36//, 65-83.


 * Discussion Question for Article:** As most of you remember, counselors are often older teens or individuals in their twenties without any formal education in this area. As a new camp director, what type of training should or would you provide to ensure inclusion occurs in your camp setting? What would you include on the agenda in the training of your counselors?

Furstenberg, F. F. & Hughes. M. E.(1995). Social capital and successful development among at-risk youth. //Journal of Marriage and Family, 5//7(3), 580-592.
 * References**

Mosteller, F., Nave, B. & Miech. E. J. (2004). Why we need a structured abstract in education research. //Educational Researcher, 33//(1), 29-34. doi: 10.3102/0013189X033001029