Preparing Black and Latinx children for police encounters: Caregiver response profiles and child self‐regulation

Abstract

After a video of an officer kneeling on George Floyd's neck went viral in May 2020, a global outcry ensued challenging the disproportionate use of fatal force against people of color by police officers in the United States (U.S.). In an unprecedented court case, former police officer, Derek Chauvin, was convicted on all three counts to which he was accused (i.e., unintentional second-degree murder, third-degree murder, second-degree manslaughter) by a Minneapolis jury in April 2021. In a sentencing memorandum citing facts concluded by the district court, Judge Peter Cahill described Chauvin as "indifferent to Mr. Floyd's pleas" even as he begged for his life "obviously terrified by the knowledge that he was likely to die" (State of Minnesota vs. Derek Michael Chauvin, 2021, p. 13). These events and viral videos take a unique and deleterious toll on those targeted by police violence (Alexander, 1994). As a result, Black and Brown families live in fear of police encounters every day (Bor et al., 2018;Graham et al., 2020;Pickett et al., 2022).To address these fears, caregivers may discuss a hypothetical police encounter with their children to guide them through what to do and say (Anderson, O'Brien Caughy, & Owen, 2022;Anderson & Stevenson, 2019). Such conversations are integral to the complex and iterative process known as ethnic-racial socialization (ERS). The corpus of the work on ERS relies heavily on Black parents' self-reported socialization provided to their adolescent children (Hughes et al., 2006;Umaña-Taylor & Hill, 2020). To expand upon this existing, rich literature base, we used observational methods to capture ERS processes in real time with Black and Latinx caregivers and their early adolescent children as they discussed how to respond during a hypothetical police encounter. Acknowledging several gaps identified in the literature, this study examines how caregivers may adapt their ERS to their child's self-regulation needs and whether the

Message received: Concordance between parents and children in perceptions of messages about race and ethnic identity development.

“…In contrast, as reflected in the TRSA model, the goodness-of-fit between children’s readiness for messages about racism and parents’ deployment of preparation bias socialization may be particularly important for children’s adjustment outcomes. Prior reports for this sample indicate that parents’ use of preparation for bias that are not well matched to children’s needs increases the probability of child adjustment issues (Osborne et al, 2022).…”

Responding to racism at school: Ethnic‐racial socialization and the academic engagement of Black and Latinx youth

“…Ethnic‐racial socialization is understood to play a vital role in the development of children of color, but greater nuance in measurement is needed to understand the full spectrum of this practice across developmental transitions, discriminatory contexts, racial, and ethnic groups. For example, evidence suggests socializing practices vary by caregivers' age, gender, education status, and language dominance; the age, gender, and regulatory needs of children; and the country of origin, generation of immigration, and income status of household members (Ayón et al, 2019 ; McHale et al, 2006 ; Osborne et al, 2022 ).…”

“…In analyses in which additional elements of parenting, socialization, and relationship quality are included along with ethnic‐racial socialization, a multifaceted or integrative profile emerges with elements similar to those of the adaptive/active profile—including high levels of conventionally positive parenting practices (Dunbar et al, 2015 ; Kim et al, 2019 ; Osborne et al, 2022 ; White‐Johnson et al, 2010 ). Lastly, distinct from the low and infrequent approaches, caregivers identified as unengaged often present as low on both ethnic‐racial socialization and positive parenting practices (Kim et al, 2019 ; White‐Johnson et al, 2010 ).…”

“…Lastly, distinct from the low and infrequent approaches, caregivers identified as unengaged often present as low on both ethnic‐racial socialization and positive parenting practices (Kim et al, 2019 ; White‐Johnson et al, 2010 ). Low levels of socializing behaviors may speak to the caregiver's selective use of these tools based on the needs of the child, differences in the extrafamilial contexts children are exposed to (e.g., schools, neighborhoods), the cultural and moral values of the caregiver, or the caregiver's preference for promoting the individual assets of the child with an egalitarian lens (Caughy et al, 2011 ; Christophe et al, 2020 ; Neblett et al, 2009 ; Osborne et al, 2022 ).…”

“At the end of the day, someone done lost their child”: A mixed methods analysis of Black families' experiences of the sociopolitical climate

“…Whitaker and Snell (2016) suggest the strict parental discipline often accompanying “The Talk” may lead to depression. However, parenting that balances discrimination preparedness with an orientation toward historical context, social action, and cultural pride may mitigate the effects of racism‐related stress (Anderson, 2019; Anderson & Stevenson, 2019; Osborne et al., 2023).…”