Phenomenology and Ecological Systems Theory: Development of Diverse Groups

By M. Spencer. 2007

474 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8b7a96dfc4b2e53eb6702c03f0eea2226e7c6695

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In General Health Professions

In Social Psychology

Citations in the corpus

Positive Development in a Disorderly World (2011, background): “Margaret Spencer (2006) described how African American male youth are subject to catch-22s across micro- to macroecological systems.”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “Margaret Beale Spencer (2007) describes it this way: Risks and protective factors may take a variety of forms given variations in race/ethnicity, gender, faith, community, body type, immigration status, skin color, privilege, health quality or disability status, cultural traditions, social class, an”
The development of coping. (2007, background): “The researchers who study these phenomena do not label them all as “coping” nor consider the problems they depict as partly the result of “maladaptive coping” (c.f., Spencer, 2006).”
Racial/ethnic socialization for White youth: What we know and future directions (2018, background): “As a result, White as a racial group has represented the dominant mainstream culture in the United States (Aboud, 1988; Blumer, 1958; Spencer, 2006).”
Ethnic and Racial Identity in Adolescence: Implications for Psychosocial, Academic, and Health Outcomes (2014, unknown): “Drawing from integrative minority youth development frameworks (García Coll et al., 1996; Spencer, 2006), it is important to ask: How do youth with particular beliefs and feelings about their ethnicity or race experience school, peer, family, and community factors leading to risky behaviors and, con”
Robust and Fragile Mathematical Identities: A Framework for Exploring Racialized Experiences and High Achievement Among Black College Students (2015, background): “The Phenomenological Variant of Ecological Systems Theory (PVEST; M. B. Spencer, 2006, 2008) contributes to understanding about the diverse ways that Black students and families cope with challenges.”
Positive Youth Development: Processes, Programs, and Problematics (2011, background): “The work of Spencer and her colleagues has focused on how minority American youth evaluate themselves based on the stereotypes and biases of others, particularly in the context of stressful risk environments (Spencer, 2006).”
2008 Wallace Foundation Distinguished Lecture—The Centrality of Culture to the Scientific Study of Learning and Development: How an Ecological Framework in Education Research Facilitates Civic Responsibility (2008, methodology): “Here, I draw explicitly from Margaret Beale Spencer’s research and her Phenomenological Variant of Ecological Systems Theory (PVEST) model (Spencer, 2006).”
#BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education (2018, background): “…the recognition of society’s negative ascription to a Black racial identity, the Black women found solace, pride, and support in their Black racial identity previously affirmed through positive encounters, suggesting it might also function as a protective measure according to PVEST (Spencer, 2006).”
Implications for educational practice of the science of learning and development (2019, background): “…including strong relationships as well as specific programs that prevent or buffer children against excessive stress, can reduce vulnerability (Spencer, 2007) and enable resilience and success even for children who have faced serious adversity and trauma (Cantor et al., 2018; Osher et al.,…”
Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): ““Positive development” emerges from the integration of several individual and contextual systems, from the biological and physiological to the cultural and historical (e.g., Spencer, 2007).”
The Psychological and Academic Costs of School-Based Racial and Ethnic Microaggressions (2017, background): “Racial-ethnic identity is a fundamental aspect of human development that facilitates the process by which individuals perceive, interpret, and cope with racial-ethnic experiences in their daily lives (Spencer, 2006; Williams, Tolan, Durkee, Francois, & Anderson, 2012).”
Associations of Future Expectations, Negative Friends, and Academic Achievement in High-Achieving African American Adolescents (2009, background): “Research on the positive experiences of high-achieving African American adolescents is less available than research that focuses on vulnerabilities and negative outcomes associated with African American adolescents as a whole (Spencer, 2006).”
Beyond between-group differences: Considering race, ethnicity, and culture in research on positive youth development programs (2016, background): “assuming that all youth of color are highly vulnerable is misleading as it overlooks within-group heterogeneity and may further perpetuate deficit-oriented explanations of youth functioning (Cabrera, 2013; Spencer, 2008).”
Emerging into adulthood in the face of racial discrimination: Physiological, psychological, and sociopolitical consequences for african american youth. (2015, background): “PVEST considers individual cognition-based perceptions of normative developmental tasks as they occur within ecological systems and during salient times of identity formation, including the transition between adolescence and adulthood (Spencer, 2006).”
Young, Black, Mathematically Gifted, and Stereotyped (2013, background): “Phenomenological Variant of Ecological Systems Theory (PVEST), which considers identity development processes and context-specific settings (Spencer, 2008; Spencer, Harpalani, Cassidy, Jacobs, Donde, Goss, Miller, Charles, & Wilson, 2006).”
Measuring the Meaning of Black Media Stereotypes and Their Relationship to the Racial Identity, Black History Knowledge, and Racial Socialization of African American Youth (2014, background): “…shield youth from stressors) and risk contributors (those things which heighten vulnerability and stress reaction), racial attitudes and behaviors can be incorporated into the analysis of the experiences of African American youth (Spencer, 1995, 2006) to assist with determining vulnerability level.”