Ethnic‐Racial Socialization and Its Correlates in Families of Black–White Biracial Children

Csizmadia, Annamaria; Rollins, Alethea; Kaneakua, Jessica P.

doi:10.1111/fare.12062

Cited by 48 publications

(38 citation statements)

References 50 publications

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“…For example, studies included samples that represented the West (e.g., Hernández et al, ; Liu & Lau, ), Southwest (e.g., Ayón, Ojeda, & Ruano, ; Derlan, Umaña‐Taylor, Updegraff, & Jahromi, ), Midwest (e.g., Paasch‐Anderson & Lamborn, ; Yoon et al, ), Northeast (e.g., Calzada, Huang, Anicama, Fernandez, & Brotman, ; Peck, Brodish, Malanchuk, Banerjee, & Eccles, ), and the Southeast (e.g., Edwards & Few‐Demo, ; Kulish et al, ). Furthermore, several studies included participants from all regions of the United States by relying on internet‐based sampling (e.g., Juang, Shen, Kim, & Wang, ; Mohanty, ) or extant nationally representative secondary data sources (e.g., Banerjee et al, ; Csizmadia, Rollins, & Kaneakua, ). Diversity with respect to geographic representation of samples is essential when studying issues of race and ethnicity given the complex and diverse history of marginalization experienced by different groups in different regions of the United States (e.g., Dowling & Newby, ; Fox, ).…”

Section: Methodological Advances and Insightsmentioning

confidence: 99%

Ethnic–Racial Socialization in the Family: A Decade's Advance on Precursors and Outcomes

Umaña‐Taylor¹,

Hill²

2020

J of Marriage and Family

318

363

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In the current decade, the U.S. population reached historically high levels of ethnic–racial diversity and reelected the nation's first Black–White biracial President. Simultaneously, scholars also documented significant ethnic–racial inequities in education, increased xenophobia, and a racial climate that revealed deep‐seated ethnic–racial tensions. Given this backdrop and acknowledging the significant role that families play in youths' abilities to navigate their social contexts, the current review focused on the literature on families' ethnic–racial socialization efforts with youth from the 2010 decade. Our review of 259 empirical articles revealed that there has been an exponential increase in research on family ethnic–racial socialization in this decade. Furthermore, although it is clear that family ethnic–racial socialization is a robust predictor of youths' adjustment, the associations between socialization and adjustment must be considered with attention to specific socialization strategies, the confluence of strategies used, and the unique contexts within which families' lives are embedded.

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Section: Methodological Advances and Insightsmentioning

confidence: 99%

Ethnic–Racial Socialization in the Family: A Decade's Advance on Precursors and Outcomes

Umaña‐Taylor¹,

Hill²

2020

J of Marriage and Family

318

363

View full text Add to dashboard Cite

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“…Further research on multiracial families using Turner and Anzaldúa's theories of liminality as a framework could begin to tell us more about multiracial families. In addition, the complex issues facing multiracial families point to the need for research-informed interventions to aid parents in their exploration of race (Csizmadia, Rollins, & Kaneakua, 2014). Future research should focus on developing and testing targeted prevention and early intervention programs that specifically address the needs of biracial children and their families.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Motherhood in Liminal Spaces

Rauktis

Fusco

Goodkind

et al. 2016

Affilia

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Most of the extant social work research on biracial children and families has focused on the experiences of transracially adopted black or biracial children and their white parents or AfroCaribbean/white children and their white mothers in the United Kingdom. This study adds to the body of knowledge by using focus group interviews analyzed through a feminist lens to understand the experiences of a diverse group of white women parenting their biological black/white biracial children. The findings suggest that having children locates them in a liminal space between whiteness and blackness. Many face racism from their families and communities, which they are unprepared for, given their upbringing as white Americans. Yet despite these experiences, many still practice colorblind perspective in socializing their children. Implications of these findings include the need for early intervention and support for white mothers raising biracial children as well as the need to challenge the assumption that mothers are solely responsible for the well-being and cultural and racial socialization of their children.

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“…Dagbaeva [7] present observations on the peculiarities of interaction between representatives of different ethnic groups. The works by Csizmadia, A. Rollins, J. P. Kaneakua [8], D.S. Kornienko, I.V.…”

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confidence: 99%

The Development of Students’ Cross-cultural Competence in the Conditions of Transitive Society

Takhokhov

2019

SHS Web Conf.

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The study is devoted to the substantiation of the need for the development of students' cross-cultural competence at the time of transitive society: it demonstrates that the current stage of social development has an actualizing effect on the psychology of the individual due to the fact that the society and its individual representative resemble the image of two-faced Janus, when one side of the person is turned to the past and the other -to the future. Under these conditions cross-cultural competence as an activity-oriented concept, the aim of which is a social adaptation of the student's personality through the acculturation in the multicultural world, becomes a psychological and pedagogical imperative. It is noted that the cross-cultural competence in the era of postmodernism and globalization contributes to the education of students in the spirit of openness, pluralism of tastes, opinions and tolerance; at the cognitive level it is a significant expansion of cognitive space, a better understanding of both personal and other cultures. The Methodological Base of the Study: the humanistic paradigm in education and social Sciences, system, activity, cultural and personality-oriented approaches. The Research Methods: analysis and synthesis, systematization and classification, observation and generalization.The understanding of the vector of psychological and pedagogical education development in a transitive society is extremely relevant, it is caused by the general interest in the processes that unfold in society and relate to each individual, reminding him that he is determined by at least two streams of influence: the first is associated with the origin and socialization, diverse relationships with the family order, the environment, territorial community, cultural and historical roots, the second is associated with the trend of modern civilization development, which is dominated by the values of postmodern personality, emerging in the era of globalism. In short, the space of life, in which the individual is immersed, is a continuum of different cultures, ambiguous influences, a symbiosis of traditions and innovations. No less topicality, the chosen theme comes from the relevance of the general problems of the research forum -the formation of cross-cultural competence of students for whom the above-mentioned influences are more than tangible and vital:

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Ethnic‐Racial Socialization and Its Correlates in Families of Black–White Biracial Children

Cited by 48 publications

References 50 publications

Ethnic–Racial Socialization in the Family: A Decade's Advance on Precursors and Outcomes

Ethnic–Racial Socialization in the Family: A Decade's Advance on Precursors and Outcomes

Motherhood in Liminal Spaces

The Development of Students’ Cross-cultural Competence in the Conditions of Transitive Society

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