It is an honor to receive this review from Christopher L. Harris, Clinical Assistant Professor, Department of Educational Foundations & Leadership, Duquesne University.
Identity Safe Spaces at Home and School: Partnering to Overcome Inequity, by Becki Cohn-Vargas and Debbie Zacarian, is timely and needed. Currently in the United States, we are witnessing, in the last few years, a sharp rise of book banning, educational censorship of diverse topics and concepts that deviate from the dominant culture’s narrative, as well as the introduction of legislation that threatens the lives of LGBTQ+ children.
This text is a critical tool for those aiming to combat inequity and build stronger, more inclusive educational communities. – Professor Christopher L. Harris
Cohn-Vargas & Zacarian position this text as a guide of sorts to mitigate the cycle of inequalities that have been continually perpetuated for decades—some may argue that since the inception of public schooling in the United States, inequity and access have been an issue. By offering sustainable and practical resources to teachers and families, this text stands out as an exemplar for combining research with practical action.
This book builds upon the work of scholars who have studied issues such as stereotype threat and the various identities that students possess, and it pointedly aims to provide research-based information and tangible tools to answer the question of how teachers and schools can create identity safe spaces and foster belongingness in the classroom. A standout feature of this text is the importance the authors place on the context of the family and home. Incorporating the family into a child’s academic team cannot be understated and is essential to creating equitable schooling experiences for all students. The authors note that the text is intended to establish a “…collective language and understanding of identity safety as it applies to equity, diversity and inclusion” (p. xviii), a task that this book does masterfully. Scholars of identity development know how important it is to have research-based resources that provide practitioners and scholars alike with tools to implement effective change in their own contexts. That is a call to action that this text answers directly.
Identity Safe Spaces at Home and School is thoughtfully organized with the practitioner in mind. There are several features I identified that make this text stand out from similar books, including the “Shining a Light” passages, which serve as contextualized descriptions of the concepts and theories that are being explored throughout the book through the voices and perspectives of researchers, teachers, students, and parents. These contributors open each chapter through powerful vignettes, where they share their stories, providing an opening to the chapter’s topics. These vignettes offer a glimpse into the experiences of real people, which makes the content rich and relatable. Integrating the contributing voices into the research is an excellent touch that makes the text engaging and authentic. Another feature is the reflection spaces for readers, which are used to encourage readers to extend their thinking and consider how to put what they are reading and learning into practice.
Identity Safe Spaces at Home and School is divided into seven chapters in total that provide a road map for pre-K–12 educators and stakeholders who are committed to creating identity-safe schools, classrooms, and home–school partnerships. The layout of the text does an amazing job of building upon each topic, where the reader will feel themselves progressing through the context as they read chapter by chapter. It is organized in a way that is easy to follow, understand, and digest.
The book begins with Chapter 1, “Understanding Identity Safety,” by introducing key concepts in identity safety, including attitudes and behaviors that threaten the goal of creating identity-safe spaces (e.g., stereotype threat, othering, and colorblind practices). Chapter 2 naturally builds upon Chapter 1 by discussing the importance of building a culture of trust and compassion in our constantly evolving schools, which is foundational to building identity-safe spaces. It also describes in detail what culture is and why culture is important. It also provides context surrounding child development and the process, including theories and factors that impact it (e.g., COVID-19), and begins to explore partnerships between home and school.
Chapters 3 and 4 discuss the importance of understanding one’s own identity by engaging in self-study, that is, reflecting upon one’s own identities, values, and belief systems; understanding how those factors show up in their own teaching and interactions with students; and being aware that given the diverse nature of our schools, students will most certainly come to the classroom with different identities, values, and belief systems than their teachers. Implicit and explicit biases are also highlighted. Further discussed are ways to support the positive identity development of students.
Chapters 5, 6, and 7 offer specific strategies and foundational elements for creating identity-safe spaces for children. Chapter 5 emphasizes the importance of fostering connectedness, cooperation, and empathy within the classroom. The authors argue that when these elements are nurtured, natural identity-safe spaces emerge, enabling children to develop emotional intelligence and compassion. Central to achieving these outcomes is the cultivation of self-awareness and self-regulation, which are thoroughly explored in this chapter.
Chapter 6 discusses the importance of fostering autonomy and resilience as a vehicle to empower students, allowing them to take agency over their personhood. Understanding that students enter the classroom with various experiences, challenges, skills, and abilities that allow them to do great things, the chapter demonstrates that students still need the support of their families and teachers to find the confidence to succeed, and to fail yet remain resilient after failure.
Chapter 7 charts a path forward, encouraging a shift from long-standing practices. In this chapter, the authors synthesize the key ideas and takeaways from the previous chapters, providing educators with concrete strategies for implementing the book’s concepts. The discussion on the evolving role of educators is particularly important, as it emphasizes the need for teachers to rethink their views of students, families, and homes as essential to student success and the creation of identity-safe
spaces.
In summation, Identity Safe Spaces at Home and School is a timely and essential resource for educators and stakeholders committed to equity in education. The book expertly combines research-based insights with practical strategies to create identity-safe environments that foster belonging and support students’ positive identity development. Through thoughtful organization and engaging features, the authors provide a roadmap for establishing trust, compassion, empathy, and resilience in classrooms. This text is a critical tool for those aiming to combat inequity and build stronger, more inclusive educational communities.
Reviewer Biography
Christopher L. Harris, PhD, is a clinical assistant professor of educational psychology in the Department of Educational Foundations and Leadership. His research delves into four key areas: (1) the self and identity development of K-12 Black and Brown students, emphasizing the evolution of these identities over time to shape educational practice and theory; (2) the psychological and cultural impact of stress on minoritized populations, particularly Black students; (3) the psychoemotional-cultural effects of gendered racism on academic and vocational outcomes; and (4) the critical re-examination of educational psychology theories to better align them with the diverse experiences and needs of today’s learners.
