The experience of ethno-cultural members with racial profiling

Ngo, Hieu Van; Neote, Kulwant; Cala, Cesar; Antonio, Marichu; Hickey, Jamie

doi:10.1080/15313204.2018.1474828

Cited by 4 publications

(1 citation statement)

References 23 publications

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“…Although the United States has a distinct history of racial and ethnic relations that has served as a backdrop for the emergence of the ERS literature, negative attitudes toward and discrimination against particular ethnic or racial groups – especially immigrant groups – exists in most countries (Open Society Justice Initiative, 2004). Indeed, studies in non‐US contexts have documented many of the ethnic‐racial dynamics that threaten and challenge ethnic‐racial minority youth in the United States, including exposure to discrimination (Maes et al., 2014) and racial profiling by police (Ngo et al., 2018). Although ERS is clearly relevant globally, virtually all of the empirical research on the topic has examined it in the context of the United States.…”

Section: Framing Ersmentioning

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: Framing Ersmentioning

confidence: 99%