272
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Centering race equity within youth workforce development: utilizing critical race theory

, , &
Received 12 Jun 2022, Accepted 29 Apr 2023, Published online: 15 May 2023

References

  • Anderson, C. R., & Dixson, A. D. (2016). Down by the riverside. Urban Education, 51(4), 363–389. https://doi.org/10.1177/0042085916638749
  • André, G., & Crosby, A. (2022). The “NEET” category from the perspective of inequalities: Toward a typology of school-to-work transitions among youth from lower class neighborhoods in the Brussels region (Belgium). Journal of Youth Studies, 25(1), 1–15. https://doi.org/10.1080/13676261.2022.2098707
  • Augsberger, A., & Collins, M. E. (2022). Family and youth engagement in child welfare policy and programs: Empowering practice models. In R.W. Denby & C. Ingram (Eds.), Child and family-serving systems: A compendium of policy and practice (pp. 159–182). Washington, DC: Child Welfare League of America.
  • Belfield, C. F., Levin, H. M., & Rosen, R. (2012). The economic value of opportunity youth. Corporation for National and Community Service and the White House Council for Community Solutions; www.dol.gov/summerjobs/pdf/ EconomicValue.pdf.
  • Bell, D. A. (1995). Who’s afraid of critical race theory. University of Illinois Law Review, 4, 893–910.
  • Bonilla-Silva, E. (2021). What makes systemic RacismSystemic? Sociological Inquiry, 91(3), 513–533. https://doi.org/10.1111/soin.12420
  • Burds-Sharps, S., & Lewis, K. (2018). More than a million reasons for hope: Youth disconnection in America today. Social Science Research Council. https://ssrc-static.s3.amazonaws.com/moa/dy18.full.report.pdf
  • Bureau of Labor Statistics . (2019). Labor force characteristics by race and ethnicity. Washington, DC: U.S. Department of Labor.
  • Capper, C. A. (2015). The 20th-year anniversary of critical race theory in education: Implications for leading to eliminate racism. Educational Administration Quarterly, 51(5), 791–833. https://doi.org/10.1177/0013161X15607616
  • Cieslik, K., Barford, A., & Vira, B. (2021). Young people not in employment, education or training (NEET) in sub-Saharan Africa: Sustainable development target 8.6 missed and reset. Journal of Youth Studies, 25(8), 1–22.
  • Collins, M.E. , Spindle-Jackson, A., & Yao, M. (2021). Workforce development systems efforts for system-involved youth: Opportunities and challenges. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2021.106158
  • Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241. https://doi.org/10.2307/1229039
  • Daftary, A. (2020). Critical race theory: An effective framework for social work research. Journal of Ethnic and Cultural Diversity in Social Work, 29(6), 439–454. https://doi.org/10.1080/15313204.2018.1534223
  • Davis, S., Goughnour, C., & Singh, L. (2020). Exploring racial economic equity in workforce development. Washington, DC: Prosperity Now.
  • DeCuir, J. T., & Dixson, A. D. (2004). ‘So when it comes out, they aren’t that surprised that it is there’: Using critical race theory as a tool of analysis of race and racism in education. In Educational Researcher https://journals.sagepub.com/doi/pdf/10.31020013189X033005026.
  • Delgado, R., & Stefancic, J. (eds.). (2000). Critical race theory: The cutting edge. Temple University Press.
  • Dettlaff, A. J., & Boyd, R. (2020). Racial disproportionality and disparities in the child welfare system: Why do they exist, and what can be done to address them? The ANNALS of the American Academy of Political and Social Science, 692(1). https://doi.org/10.1177/0002716220980329
  • Eyster, L., Durham, C., Noy, M. V., & Damron, N. (2016). Understanding Local Workforce Systems (Issue March).
  • Feagin, J. R., & Ducey, K. (2018). Racist America. Routledge.
  • Fraser, N. (1995). From redistribution to recognition? Dilemmas of justice in a ‘post-socialist’ age. New Left Review, I/212, 68–93.
  • Gourdine, R. M. (2019). We treat everybody the same: Race equity in child welfare. Social Work in Public Health, 34(1), 75–85. https://doi.org/10.1080/19371918.2018.1562400
  • Greater Baltimore Committee. (2020). Prepping for the future: A regional workforce development initiative. Greater Baltimore Committee.
  • Gross, B. E., & Gross, R. E. (1977). The children’s rights movement: Overcoming the oppression of young people. Anchor Books.
  • Harris, C. I. (1993). Whiteness as property. Harvard Law Review, 106(8), 1707–1791. https://doi.org/10.2307/1341787
  • Hellgren, Z., & Bereményi, BÁ. (2022). Introduction to the special issue: Far from colorblind. Reflections on Racialization in Contemporary Europe. Social Sciences, 11(1), 21.
  • Holte, B. H. (2018). Counting and meeting NEET young people: Methodology, perspective and meaning in research on marginalised youth. Young, 26(1), 1–16. https://doi.org/10.1177/1103308816677618
  • Holzer, H. (2021). After COVID-19: Building a more coherent and effective workforce development system in the United States. The Hamilton Project.
  • International Labour Organization (ILO). (2022). Global employment trends for youth 2022: Investing in transforming futures for young people. ILO.
  • Johnson, M. A. (2021). Black women at the intersection of race and poverty in urban communities: Partnerships for transformation. New Directions for Adult Continuing Education, 2021(170), 67–78. https://doi.org/10.1002/ace.20426
  • Khazanchi, R., Evans, C. T., & Marcelin, J. R. (2020). Racism, not race, drives inequity across the COVID-19 continuum. JAMA Network Open, 3(9), e2019933. https://doi.org/10.1001/jamanetworkopen.2020.19933
  • Kleinert, C., & Jacob, M. (2019). Vocational education and training in comparative perspective. In R. Becker (Ed.), Research handbook on the sociology of education (pp. 284–307). Edward Elgar.
  • Knight, H. E., Deeny, S. R., Dreyer, K., Engmann, J., Mackintosh, M., Raza, S., Stafford, M., Tesfaye, R., & Steventon, A. (2021). Challenging racism in the use of health data. In The lancet digital health. Elsevier. Vol. 3, 3, pp. e144–e146. https://doi.org/10.1016/S2589-7500(21)00019-4
  • Lam, L. (2019). A design for workforce equity. Center for American Progress.
  • Lam, L. (2019). A Design for Workforce Equity. Workforce Redesign for Quality Training and Employment: A Framing Paper. Center for American Progress.
  • Lewis, K., & Gluskin, R. (2018). Two futures: The economic case for keeping youth on track.
  • Lyons, E., Coyle, A., & Coyle, A. (2012). Analysing qualitative data in psychology. Sage Publications Ltd. https://doi.org/10.4135/9781446207536.d7
  • Martinez, A. Y. (2020). Counterstory: The rhetoric and writing of critical race theory. Conference on College Composition and Communication; National Council of Teachers of English.
  • Massey, D. S., & Denton, N. A. (1993). American apartheid: Segregation and the making of the underclass. Harvard University Press.
  • Mensah, F. M., & Jackson, I. (2018). Whiteness as property in science teacher education. Teachers College Record: The Voice of Scholarship in Education, 120(1), 1–38. https://doi.org/10.1177/016146811812000108
  • Moen , P., Pedtke, J. H., & Flood, S. (2020). Disparate disruptions: Intersectional COVID-19 employment effects by age, gender, education, and race/ethnicity. Work, Aging and Retirement, 6(4), 207–228.
  • Ralston, K., Everington, D., Feng, Z., & Dibben, C. (2021). Economic inactivity, not in employment, education or training (NEET) and scarring: The importance of NEET as a marker of long-term disadvantage. Work, Employment and Society, 36(1), 59–79. https://doi.org/10.1177/0950017020973882
  • Rodgers, W. M. (2019). Race in the labor market: The role of equal employment opportunity and other policies. RSF: The Russell Sage Foundation Journal of the Social Sciences, 5(5), 198–220. https://doi.org/10.7758/rsf.2019.5.5.10
  • Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103
  • Stauffer, S. M. (2020). Educating for whiteness: Applying critical race theory’s revisionist history in library and information science research: A methodology paper. Journal of Education for Library and Information Science, 61(4), 452–462. https://doi.org/10.3138/jelis.61.4.2019-0042
  • Strand, P. J., & Cohen, C. (2021). Microaggressions and macro-injustices: How everyday interactions reinforce and perpetuate social systems of dominance and oppression. SSRN Electronic Journal, 12(2), 1–30. https://doi.org/10.2139/ssrn.3937349
  • Su, X., & Wong, V. (2022). Enhancing the career capabilities of NEET youth in Hong Kong: An experience-driven framework. International Journal for Educational and Vocational Guidance, 22(3), 713–738. https://doi.org/10.1007/s10775-022-09531-5
  • Taylor, E. (1998). A primer on critical race theory: Who are the critical race theorists and what are they saying? The Journal of Blacks in Higher Edcucation, Spring, (19), 1–7.
  • Zaff, J. F., Ginsberg, K. K., Boyd, M. J., & Kakli, Z. (2014). Reconnecting disconnected youth: Examining the development of productive engagement. Journal of Research on Adolescence, 24(3), 526–540. https://doi.org/10.1111/jora.12109
  • Zudina, A. (2022). What makes youth become NEET? Evidence from Russia. Journal of Youth Studies, 25(5), 636–649. https://doi.org/10.1080/13676261.2021.1923673

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.