Racial Socialization and Racial Discrimination as Intra‐ and Intergroup Processes

Hughes, Diane; Harding, Jessica F.; Niwa, Erika Y.; Toro, Juan Del; Way, Niobe

doi:10.1002/9781118773123.ch12

Cited by 34 publications

(45 citation statements)

References 57 publications

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“…On average, adolescents also reported infrequent identity exploration, with mean scores below the scale mid‐point, but they reported relatively high commitment, private regard, and public regard. Table 2 shows the ethnic‐racial group differences in ethnic‐racial discrimination and identity constructs, which we have been described elsewhere (Hughes, Del Toro,& Way, 2017; Hughes, Harding, Niwa, Del Toro, & Way, 2017).…”

Section: Resultsmentioning

confidence: 99%

“…On average, adolescents also reported infrequent identity exploration, with mean scores below the scale mid-point, but they reported relatively high commitment, private regard, and public regard. Table 2 shows the ethnic-racial group differences in ethnic-racial discrimination and identity constructs, which we have been described elsewhere Hughes, Harding, Niwa, Del Toro, & Way, 2017). Table 4 shows the coefficients from each of the four final models in which we tested cross-lagged relations between components of ethnic-racial identity and perceived discrimination from adults and peers over time.…”

Section: Analytic Approachmentioning

confidence: 99%

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Inter‐Relations Between Ethnic‐Racial Discrimination and Ethnic‐Racial Identity Among Early Adolescents

2020

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The authors examined whether the longitudinal inter‐relations between ethnic‐racial discrimination and ethnic‐racial identity vary according to the perpetrator of discrimination. The authors used three waves of data from early adolescents (n = 387; ages 11–12 at Wave 1) to assess the strength and direction of relations between perceived discrimination from non‐school adults and peers vis‐à‐vis ethnic‐racial identity exploration, commitment, private regard, and public regard. Cross‐lagged autoregressive path analyses showed that more frequent discrimination, regardless of source, had reciprocal and significant longitudinal inter‐relations with exploration and public regard. Peer discrimination predicted lower commitment and private regard 1 year later, whereas non‐school adult discrimination did not. Implications are discussed in relation to the role of peers and ethnic‐racial identity processes.

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Section: Resultsmentioning

confidence: 99%

Section: Analytic Approachmentioning

confidence: 99%

Inter‐Relations Between Ethnic‐Racial Discrimination and Ethnic‐Racial Identity Among Early Adolescents

2020

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“…Teachers may be providing more messages than students are receiving. Studies of parental socialization indicate low correlations between parent-reported and child-reported socialization (Hughes et al, 2017). Teachers also may not be successfully providing critically conscious messages that delve deeply into the nature of structural racial inequities.…”

Section: Discussionmentioning

confidence: 99%

“…Ethnic-racial socialization describes “behaviors, practices, and social regularities that communicate information and worldviews about race and ethnicity to children” (Hughes et al, 2017, p. 255). Socialization messages at school are an understudied area, as the majority of existing research has remained focused on the family context.…”

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confidence: 99%

Black Students’ Perceptions of School Ethnic-Racial Socialization Practices in a Predominantly Black School

Byrd

Hope

2020

Journal of Adolescent Research

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Ethnic-racial socialization describes messages and practices that teach youth about their racial and/or ethnic group membership and the role of race in society. Despite a wealth of research on families, little work has considered school socialization practices. The current article uses a framework of school racial socialization to explore six socialization messages reported in a predominantly Black public charter school in an urban area. In focus group and individual interviews, 21 African American students (71% female) discussed what they learned about race and culture at school. Responses revealed a high frequency of cultural socialization and promotion of cultural competence messages, but the content was limited to certain key figures and events. The findings illustrate the complexity of youths’ perceptions of socialization and the need for multicultural education in schools.

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“…Within the United States, the context on which we focus in the current work, the best-documented evidence of preparing children to respond to potential bias comes from research on families from racial minority groups. In particular, within Black and African American families, parents report frequent use of strategies that are explicitly designed to prepare their children for encountering racial prejudice and discrimination (Hughes, Harding, Niwa, Toro, & Way, 2015;Hughes et al, 2006;Neblett, Philip, Cogburn, & Sellers, 2006;Priest et al, 2014). Parents' efforts to prepare their children for bias commonly involve direct discussions with their children about the experience of living as a member of an ethnic minority group within the United States and offer strategies for helping their children remain attuned to, and cope with, discrimination they may expect to face (Cabrera et al, 2016;Hughes et al, 2006;Hughes, Watford, & Toro, 2016).…”

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confidence: 99%

Addressing Sexism With Children: Young Adults’ Beliefs About Bias Socialization

Hilliard

Liben

2019

Child Development

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College students’ beliefs concerning socializing children about sexism and other culturally important topics were investigated using mixed methods. In Study 1, participants (N = 71) defined sexism and explained their beliefs about addressing sexism with children. Thirty‐five percent argued against childhood sexism‐socialization. Emergent themes provided insights about how sexism is viewed and yielded data needed to design a closed‐ended socialization‐beliefs survey. In Study 2, students (N = 141) completed this survey and reported their feminist beliefs and childhood‐socialization experiences. Childhood sexism‐socialization was more commonly endorsed by women, stronger feminists, and those who had themselves experienced childhood sexism‐socialization. Descriptive data document socialization beliefs about 21 culturally important topics. Results suggest that programs aimed at socializing children about sexism should also address beliefs of the adults responsible for program implementation.

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Racial Socialization and Racial Discrimination as Intra‐ and Intergroup Processes

Cited by 34 publications

References 57 publications

Inter‐Relations Between Ethnic‐Racial Discrimination and Ethnic‐Racial Identity Among Early Adolescents

Inter‐Relations Between Ethnic‐Racial Discrimination and Ethnic‐Racial Identity Among Early Adolescents

Black Students’ Perceptions of School Ethnic-Racial Socialization Practices in a Predominantly Black School

Addressing Sexism With Children: Young Adults’ Beliefs About Bias Socialization

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