Ahmed / Hashem / Khalid Uplifting Black Muslim Youth

A Positive Youth Development Approach
1. Auflage 2019
ISBN: 978-1-5439-8876-5
Verlag: BookBaby
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 156 Seiten

Black Muslim youth stand at the cross section of anti-Black racism and anti-Muslim sentiments. What is it like to identify with both of these uniquely marginalized groups? How are young Black Muslims thriving in these conditions? What can adults do to ensure optimal development? Following 10 years of work from the authors who have pioneered research on American Muslim youth and counseling Muslims, this groundbreaking book explores the complex factors impacting Black Muslim youth outcomes. Centering the voices of Black Muslim youth, this book summarizes the latest research and is a road map for individuals and institutions invested in transforming feelings and experiences of marginalization, to those of strength and resiliency.

Autoren/Hrsg.

Ahmed, Sameera

Hashem, Hanan

Khalid, Muneer

Leseproben

Chapter 3:
Positive Youth Development Framework (PYD) Photo Credit Cole Keister Positive youth development is an evidence-based framework which recognizes that all young people have strengths or assets within themselves and in their environments (Catalano, Berglund, Ryan, Lonczak, & Hawkins, 2004). These assets can be built through healthy adult relationships and can lead to becoming agents of change in their communities. Utilizing the positive youth development framework in programs can increase a Black youth’s interpersonal capacity, ability to work well alone and in groups (Ginwright, 2003). A young person’s strengths or assets are best nurtured within the context of healthy relationships. These relationships require positive environments that are emotionally and physically safe, as well as provide access to resources that support a young person’s development (Ginwright, 2010a). When mentors in these environments are able to help a young person understand their personal issues through a broader systematic lens, young people are more motivated to work toward collective change (Ginwright, 2003). Adults, who encourage youth expression and engagement in issues that are meaningful to them, in addition to supporting relevant skill development opportunities, are more likely to promote youth civic engagement (Ginwright, 2010a; Lerner, Alberts, & Bobek, 2007). Through civic engagement opportunities, Black youth can increase their socio-political capacity as well as make a difference in their community (Ginwright, 2003). In order to intentionally create positive relationships, environments, and opportunities, it is imperative that individuals working to promote positive youth development among Black Muslim youth have a common vision. Therefore, this section begins by highlighting the outcomes for Black Muslim youth that we envision using a culturally tailored positive youth development framework. The chapter then highlights the individual strengths and environmental conditions that need to be nurtured in order for Black Muslim youth to thrive. This clarity is meant to develop a common vision to help caring individuals and institutions develop strategies to promote positive youth development in the lives of Black Muslim youth. Black Muslim Youth Thriving: Vision for Success Thriving Black Muslim youth seek individual and collective wellness, growth, and change (Ginwright, 2010a). Successful implementation of a positive youth development framework will result in the following behavioral outcomes (Ginwright, 2010a; Travis & Leech, 2014): Connection- A young person experiences positive, meaningful relationships with individuals (e.g. parents, teachers, neighbors, mentors) and institutions (e.g. family, schools, mosques) which will enhance their sense of safety (Bowers et al., 2010). These experiences of meaningful connections help young people transform traumas towards a path of healing (Ginwright, 2010a). Caring relationships promote the development of meaning, purpose, and hope which helps build character in a young person (Ginwright, 2010a). These relationships are critical in laying the foundation of prosocial values and behaviors needed to acquire important life skills (Bowers et al., 2010). Caring and compassion- A young person exhibits awareness and understanding of others’ emotional experiences and responds appropriately (Davis, 1983). They are able to exhibit such behavior because they have been modeled by adults in their environment. The care and compassion experienced by young people serves to build a positive sense of self, which strengthens the development of positive integrated identities and increases confidence. In addition, a young person is more likely to internalize and emulate these characteristics in their relationships with others. Furthermore, young people who are caring and compassionate are more likely to help others, building the foundation for contribution (Decety & Michalska, 2012). Critical consciousness- A young person is aware of the systemic oppression and the interconnectedness of factors (e.g. socio-political, historical, economic) impacting individual experiences and community conditions (Ginwright, 2010a). Caring, compassionate connections with adults can build trust and willingness to learn, question, and reflect on experiences. This process raises critical consciousness (e.g. racial, religious, political etc.) on issues that directly impact Black Muslim youth and their communities. Awareness is meant to increase the desire to change their reality by recognizing the constraints but not being controlled by these factors. Critical consciousness coupled with caring and compassionate connections lay the foundation for contribution. Character- A young person is guided by spiritual and moral beliefs and values, engages in positive practices and exhibits behaviors of integrity (Travis & Leech, 2014). Religion serves to promote moral identity and positive behavior (Furrow, King, & White, 2004); provides a higher vision, purpose, and direction; as well as provide tools, such as ritual practices, that anchor a young person in a process of continual spiritual and character development. Competence- A young person recognizes his/her positive strengths or abilities in a specific domain (e.g. social, academic, athletic, artistic, civic, spiritual, and vocational). Competence can be developed by adults recognizing and affirming a young person’s strengths. They help young people see possibilities and empower them with knowledge and skills to positively impact their environment. Confidence- A young person exhibits a sense of self-worth, belief that he/she is a valuable human being, and has the ability to succeed on a task (i.e. self-efficacy) (Bowers et al, 2010). Confidence is developed when caring adults provide love, affection, and affirmations, as well as opportunities for skills development. Confidence that is anchored in faith may provide spiritual perseverance in the face of adversity. Confidence is also associated with hope for the future, belief that community conditions can change, and that he/she has the skills needed to make a difference (Travis & Leech, 2014). Sense of community- A young person feels they belong to a group (McMillan & Chavis, 1986), based on physical location (e.g. school or neighborhood) or relational (e.g. family, peers, or religious congregation) (McMillan & Chavis, 1986). Youth need to feel they belong to a group that is emotionally available, supportive, and that they have some influence on the direction of the group (Chavis, Lee, & Acosta, 2008; Evans, 2007). As a young person develops critical consciousness, he/she recognizes the inter-relatedness of their personal experiences with that of his/her community’s conditions. The recognition of a shared identity and struggles, coupled with confidence and competence anchored in religious beliefs, results in willingness to work to re-build, and enhance community conditions (Ginwright, 2010a). Contribution or civic engagement- A young person develops a sense of communal responsibility, learns the skills needed to engage in efforts that correct injustices, and uses his/her energy and skills to bring about positive change in his/her environment (Zaff, Boyd, Li, Lerner, & Lerner, 2010). While they are aware of constraints, these youth are able to see beyond current realities. They challenge barriers by drawing on historical and cultural strengths, and creatively act upon their environment with pride, hope, and joy (Ginwright, 2010a). In order to attain these outcomes in a consistent manner, the next section identifies assets and resources that individuals and institutions should intentionally nurture and provide to promote Black Muslim youth thriving. Developmental Assets Research has identified forty developmental assets, or strengths, that if nurtured, can change the course of a young person’s life (Benson & Leffert, 1999). While no individual will have all the identified developmental assets, the more assets an individual has, the more likely he or she will thrive. These assets can be divided into two main categories: external and internal assets. External assets refer to how a young person experiences his/her environment or community (Scales & Leffert, 1999). Examples of these assets include the presence of supportive, clear boundaries and expectations; feelings of empowerment; and opportunities for constructive use of time. Internal assets refer to personal characteristics or attributes, such as positive values, strong social skills, positive identity, and a commitment to learning (Scales & Leffert, 1999). Many of these internal assets can be strengthened or developed through intentional efforts by individuals (e.g. parents, teachers, mentors) and institutions (e.g. school, masjid, neighborhood). The table below provides a list of forty developmental assets that positively impact youth development, as identified by the Search Institute. These assets will be adapted to Black Muslim youth and used throughout the remainder of the book. The presence of assets contributes to developing the ‘psychic armor’ needed to confront the realities of young people’s lives. Throughout this book, positive youth development adapted interventions will be provided at the end of each chapter. Suggestions that can be executed at both the individual and institutional levels are offered. In addition, implementation resources can be found at...