Toward understanding developmental complexities of religiously minoritized youth
Fluid socio-cultural ecologies that reflect historical events and their actors have led to particular religious groups being promoted or persecuted. This article explores how religiously minoritized youth are identified considering local and global contexts. I apply a phenomenological variant of eco...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
SAGE Publishing
2024
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| In: |
Archive for the psychology of religion
Year: 2024, Volume: 46, Issue: 2, Pages: 138-156 |
| Further subjects: | B
Adolescence
B Diversity B Religion B Development B Identity |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a Fluid socio-cultural ecologies that reflect historical events and their actors have led to particular religious groups being promoted or persecuted. This article explores how religiously minoritized youth are identified considering local and global contexts. I apply a phenomenological variant of ecological systems theory (PVEST) to understanding regularities and variations in development through a person-centered, relational, holistic lens that considers the intersection of multiple identities. Relatedly, I outline broad conceptual tools that center on how orientations to in-group vs out-group religious and intersecting identities and related experiences align with a range of research methods to reflect such complexity. I suggest ways to study religious and spiritual influences of religiously minoritized youth that are specific to the faith tradition and particular youth’s circumstances in a holistic manner when these issues are a focal area of study, and when they emerge as relevant to other inquiries. Finally, I consider how understanding religiously minoritized youth, their peers, and mentors can be applied to educational, health care, and community settings to inform equitable practice and policy. | ||
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