Introduction to the Volume

Western societal norms, particularly in White, middle class cultural contexts, tend to associate socially appropriate activities, tasks, preferences, and/or work to developmental age bands. Beliefs about youth as incapable of contributing meaningfully to society or intellectually within their communities persist. For instance, in the United States, youth cannot vote until they turn 18. They may also be thought unable to have honest conversations about the social issues that most affect their lives like race and racism or making informed and embodied decisions about their gender and sexuality. As the co-editors of this volume on Equity Oriented Positive Youth Development (PYD) who have dedicated their research and practice to create more equitable spaces for youth participation, we begin with this mundane reminder: dominate modes of developmental stratification prevail in the United States. White, middle-class, heteronormative, colonial, and patriarchal forces shape the ways in which we understand adolescent development. These forces, often in subtle ways, shape educational contexts and the contexts in which youth development take place.