Peer and parental sources of influence regarding interracial and same‐race peer encounters

Burkholder, Amanda R.; Glidden, Jacquelyn; Yee, Kathryn M.; Cooley, Shelby; Killen, Melanie

doi:10.1111/josi.12494

Cited by 7 publications

(6 citation statements)

References 70 publications

(143 reference statements)

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“…They both introduce new ideas and conceptualization to the broader ERS literature. In the first article in this section, Burkholder et al (2021) present an empirical investigation of how children and adolescents weigh peer and parental influences when making interracial and same-race peer inclusion decisions. Using the social reasoning developmental (SRD) model, the authors found that in general children were less optimistic about peer encounters involving parental sources of influence than peer sources of influence.…”

Section: Peers and Friendshipsmentioning

confidence: 99%

Through the looking glass: Ethnic racial socialization among children and adolescents

Ruck

Hughes

Niwa

2021

Journal of Social Issues

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Ethnicity and race are critical in how children and youth experience, negotiate, and navigate development. A robust literature has illustrated that ethnic-racial socialization (ERS) in particular plays an important role in how children develop an understanding of ethnicity and race. The majority of research has typically focused on parents as agents of socialization and ERS during adolescence. In addition, most studies use survey approaches and focus on US-based populations. We highlight conceptual, theoretical, and empirical work that seeks to push forward knowledge about the myriad ways in which individuals, interactions, and settings communicate messages to youth about ethnicity and race. Here we provide a brief overview of the literature on ERS, followed by a set of core commitments that guided our solicitation and selection of articles for this special issue. The articles represent a range of theoretical frameworks and methodologies; cover ERS of children across the developmental spectrum; examine children from multiple ethnic-racial groups; elaborate issues related to intersectionality and co-constructed identities; and consider socialization of ethnicity-race as it occurs across multiple settings, inclusive of families. We conclude with a description of the articles included in this special issue and how they map onto our core commitments.

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Section: Peers and Friendshipsmentioning

confidence: 99%

Through the looking glass: Ethnic racial socialization among children and adolescents

Ruck

Hughes

Niwa

2021

Journal of Social Issues

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“…Prior research investigating children’s and adolescents’ perceptions of parents’ attitudes indicated that youth often perceive ingroup peer preferences from parents (Burkholder et al, 2021; Hitti et al, 2020; Killen et al, 2002). In this study addressing what parents think directly, clear patterns of ingroup preference did emerge.…”

Section: Discussionmentioning

confidence: 99%

“…Based on both SIT (Hogg, 2016; Tajfel & Turner, 1979) and the integrative stereotyping framework (Abele et al, 2021), we expected parents to be most comfortable with peers who shared all of their child’s gender, race, and social class group memberships, and to describe them as similar to their child and positively in terms of “getting along” (e.g., kind; Burkholder et al, 2021; Grütter et al, 2021; Killen et al, 2002). In other words, if children’s and adolescents’ perceptions of parents’ attitudes investigated in prior research are in fact correct, then parents in this study should report the most comfort with peers reflecting their children’s ingroups (the more ingroups the better), and they should explain those decisions by describing those peers as similar to their child (per SIT) and likely to “get along” (per the integrative stereotyping framework).…”

Section: Youth Perceptions Of Parental Comfort With Intergroup Peer I...mentioning

confidence: 99%

“…These studies, primarily conducted in the United States and Western Europe, indicate that children and adolescents often perceive ingroup preferences from parents. For example, in the United States, both Black and White children and adolescents (ages 9–15 years) perceive that, in general, White parents would prefer having White youth at their house while Black parents would prefer having Black youth at their house (Burkholder et al, 2021; Killen et al, 2007; Ruck et al, 2015). Children and adolescents (ages 10–16 years) also view a parent’s advocacy for same-gender peer groups over mixed-gender peer groups as a relatively normal or acceptable approach to organizing group activities (Killen et al, 2002; Malti et al, 2012).…”

Section: Youth Perceptions Of Parental Comfort With Intergroup Peer I...mentioning

confidence: 99%

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“Honestly, they are just like us”: U.S. parents choose middle-class gender and racial ingroup peers for their children.

Elenbaas,

Hitti,

Kneeskern

et al. 2024

Developmental Psychology

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Children and adolescents benefit from positive intergroup peer interactions, but they are unlikely to have many opportunities for these interactions if their parents are uncomfortable with them. Drawing primarily on social identity theory (SIT), this study investigated how U.S. parents' (N = 569) comfort with their children's potential intergroup peer interactions (a) differed by child and peer group gender (boy, girl), race (Black, White), and social class (higher-, middle-, or lower-subjective social status), (b) changed over the transition from childhood to adolescence (8-10, 11-13, and 14-16 years), and (c) varied by context intimacy (hanging out vs. sleeping over). The sample was equally balanced between parents of children reflecting those same group memberships. Consistent with SIT, when asked to choose, parents were typically most comfortable with their child spending time with middle-class peers who shared their child's gender and racial ingroup membership. Moreover, parents often explained their decisions with reference to similarities between these peers and their own child or family. Parents' comfort did not differ systematically by child age, but many parents were less comfortable with cross-gender peer interactions in the more intimate sleepover context than the less intimate hangout context. All groups of parents also exhibited at least some openness to cross-group interactions. These findings advance developmental scientists' understanding of parents' roles as potential facilitators or gatekeepers of their children's intergroup peer interactions. Public Significance StatementChildren benefit from positive interactions with peers from different gender, racial, and social class backgrounds. However, in this study, most parents preferred their children to spend time with middle-class peers who shared their same gender and racial background. Parents were especially uncomfortable with other-gender peers at a sleepover versus a hangout. This is important because parents who are uncomfortable may try to limit their children's cross-group peer interactions.

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“…Ethnographic research reveals that adolescents and young adults engage in meaningful conversations about their heritage or ethnic-racial identity development, racial inequality, and discrimination with their friends and peers (Moffitt & Syed, 2021 ; Syed & Juan, 2012 ). Further, peers play a role in the transmission of culture and in youth exploration and navigation of what it means to be a member of a particular ethnic, racial, or cultural group (Wang & Lin, 2023 ), as well as in the promotion of openness to cultural diversity and intergroup peer inclusion (Burkholder et al, 2021 ; Killen et al, 2022 ). Social network-informed studies provide additional evidence for peers playing a vital role in cultural socialization.…”

Section: Introductionmentioning

confidence: 99%

A Person-Centered Analysis of Adolescent Multicultural Socialization Niches and Academic Functioning

Hernández

Safa

Kornienko

et al. 2023

J. Youth Adolescence

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Despite the growing cultural diversity worldwide, there is scarce research on how socialization processes prepare youth to respond to increasing multicultural demands and the degree to which these socialization opportunities inform youth academic functioning. This study used a person-centered approach to identify profiles or niches based on the degree and consistency of multicultural socialization experiences across school, peer, and family settings and to examine the associations between identified niches and markers of academic functioning (i.e., emotional and behavioral academic engagement, academic aspirations and expectations) in a sample of adolescents (N = 717; Mage = 13.73 years). Participants (49.9% girls) were from the U.S. Southwest and represented multiple ethno-racial backgrounds (31.8% Hispanic/Latinx, 31.5% Multiethnic, 25.7% White, 7.3% Black or African American, 1.4% Asian American or Pacific Islander, 1.4% American Indian or Alaska Native, and 1% Arab, Middle Eastern, or North African). Six distinct multicultural socialization niches were identified. Three niches had similar patterns across school-peer-family but ranged in the degree of socialization. The cross-setting similar higher socialization niche (Niche 6) demonstrated greater socialization than the cross-setting similar moderate (Niche 5) and lower socialization (Niche 4) niches, which had moderate and lower socialization, respectively. Three niches demonstrated cross-setting dissimilarity which ranged in the type of cross-setting contrast and the degree of socialization. The cross-setting dissimilar school contrast socialization niche (Niche 3) had greater dissimilarities between socialization opportunities in the school setting compared to the peer and family settings and demonstrated the lowest levels of socialization of all niches. The other two niches, the cross-setting dissimilar peer contrast (Niche 1) and greater peer contrast socialization (Niche 2) niches had larger dissimilarities between socialization opportunities in the peer setting than the school and family settings. In the former, however, the contrast was lower, and socialization ranged between very low to low. In the latter, the contrast was higher and socialization ranged from very low to moderate. Most adolescents were in the cross-setting similar lower socialization niche or in the cross-setting dissimilar niches. Adolescents in the cross-setting similar higher multicultural socialization demonstrated greater emotional and behavioral academic engagement than adolescents in most of the other niches. Adolescents in the cross-setting dissimilar school contrast niches demonstrated lower emotional and behavioral academic engagement and lower academic expectations than adolescents in some of the other niches. The results emphasize the collective role of school, peer, and family multicultural socialization on emotional and behavioral academic engagement.

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Peer and parental sources of influence regarding interracial and same‐race peer encounters

Cited by 7 publications

References 70 publications

Through the looking glass: Ethnic racial socialization among children and adolescents

Through the looking glass: Ethnic racial socialization among children and adolescents

“Honestly, they are just like us”: U.S. parents choose middle-class gender and racial ingroup peers for their children.

A Person-Centered Analysis of Adolescent Multicultural Socialization Niches and Academic Functioning

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