Peer ethnic-racial socialization's associations with coping with discrimination.

Ethnic–racial identity (ERI) development is important for ethnic–racial minority youth because of its association with their positive adjustment. Guided by Garcia Coll’s ecocultural framework and using survey data from 729 Black college students, we examined the associations between relationships with parents (i.e., disrespect, psychological control, nurturance, and connection), ethnic–racial socialization (ERS), and ERI in hopes of understanding ways to promote ERI formation. Findings from two multiple group models suggested that, among men, nurturance from mothers and fathers was associated with ERI and these associations were mediated by ERS. For women, connection with mothers was associated with ERI through ERS and nurturance from fathers was indirectly and positively associated with ERI through ERS. Contrary to our hypothesis, disrespect from fathers was positively associated with ERI via ERS, but only for women. Findings suggest that both ERS and the parent–child relationship are important for ERI formation among Black emerging adults.

This study investigates whether and how racial discrimination is associated with ethnic-racial socialization in the family and how distinct aspects of ethnic-racial socialization influence children's ethnic and American identity among Filipino American and Korean American families. The data are obtained from the Midwest Longitudinal Study of Asian American Families Project (N = 1,580; 379 Filipino American youths and 377 parents, and 410 Korean American youths and 414 parents; Mage of youths = 15.01). Using the bootstrapping and maximum likelihood with missing values approaches, we conducted path analyses to test the hypothesized associations concurrently and longitudinally for each ethnic group. Youth-reported racial discrimination was directly associated with weaker American identity, both concurrently and longitudinally. In concurrent models, racial discrimination experienced by both youth and parents was positively associated with youth-reported preparation for bias, which in turn was linked with stronger ethnic identity among Filipinos, whereas no indirect pathways reached statistical significance among Koreans. In longitudinal models, parent-reported discrimination was linked with higher levels of promotion of mistrust among both groups, which predicted weaker ethnic identity among Filipino youth but stronger American identity among Korean youth. The present study highlights how exposure to racial discrimination may have a lasting influence in cultural identity development among Asian Americans and possibly through ethnic-racial socialization in the family, which might have been shaped by such experiences. Our results also underscore the importance of considering the experiences of both children and parents in studies of discrimination and ethnic-racial socialization. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Increased attention is being placed on the importance of ethnic-racial socialization in children of color's academic outcomes. Synthesizing research on the effects of parental ethnic-racial socialization, this meta-analysis of 37 studies reveals that overall the relation between ethnic-racial socialization and academic outcomes was positive, though the strength varied by the specific academic outcome under consideration, dimension of ethnic-racial socialization utilized, developmental age of the child receiving the socialization, and racial/ethnic group implementing the socialization. Ethnic-racial socialization was positively related to academic performance, motivation, and engagement, with motivation being the strongest outcome. Most dimensions of ethnic-racial socialization were positively related to academic outcomes, except for promotion of mistrust. In addition, the link between ethnic-racial socialization and academic outcomes was strongest for middle school and college students, and when looking across ethnic-racial groups, this link was strongest for African American youth. The results suggest that different dimensions of ethnic-racial socialization have distinct relationships with diverse academic outcomes and that the effects of ethnic-racial socialization vary by both youth developmental levels and racial/ethnic groups.

This study examined how ethnic-racial socialization (ERS)—cultural-egalitarianism, preparation for bias, and promotion of mistrust—mediate the influence of neighborhood and parental cultural contexts on youth self-esteem and ethnic-racial identity (ERI). Participants included 184 youth (Mage = 13.38; 57.5% female) and 144 parents (Mage = 40.62) from Black and Latino families living in a new destination context. Data were analyzed using multiple group path analysis. Findings revealed distinct patterns for Black and Latino families. Neighborhood disadvantage was negatively associated with preparation for bias and promotion of mistrust beliefs. Neighborhood diversity was positively related to promotion of mistrust, while neighborhood cohesion positively influenced cultural-egalitarianism and preparation for bias beliefs. Each ERS belief was associated with youth perceptions of the corresponding ERS practice. In Latino families, preparation for bias beliefs also supported cultural-egalitarianism practices. ERS practices were linked to youth outcomes. Cultural-egalitarianism was positively associated with self-esteem and, for Latino youth, with centrality and private regard. In contrast, preparation for bias and promotion of mistrust were negatively associated with self-esteem and public regard. Additionally, neighborhood factors, parental discrimination, parental ERI, and ERS beliefs were directly linked to youth self-esteem and ERI. Findings underscore how broader sociocultural contexts shape ERS and, in turn, adolescent development.

The relationship between racial and ethnic identity, as well as that between racial-ethnic socialization and racial and ethnic identity development, has become increasingly important to researchers as the proportion of children and young adults of color grows in the U.S. population. Parents’ racial-ethnic socialization messages are important for the ways in which children and young adults develop a sense of self as members of their racial or ethnic group. This article examined the racial identity, ethnic identity, and racial-ethnic socialization of 90 African American, 224 Asian American, and 216 Latino American college students. There were many strong associations between the measures of racial identity and ethnic identity as well as between racial-ethnic socialization and each measure of identity. Different patterns of relationships emerged among the three groups depending on whether the outcome variable was racial identity or ethnic identity. In the majority of instances where the three groups were not the same, Latino and Asian Americans were more similar to each other than to African Americans. In a few instances, the three groups exhibited different patterns of relationship among the constructs. Findings are discussed in terms of the sociocultural histories of the three groups.

Parents' efforts to socialize their children around issues of ethnicity and race have implications for well-being in several life domains, including academic and psychological adjustment. The present study tested a multiple mediator model in which parental ethnic-racial socialization was linked to psychological adjustment through two dimensions of ethnic identity (ethnic centrality and public regard) as well as two types of perceived barriers to opportunity (language and economic). Data were drawn from a sample of Latino students (N = 227; 65% women) attending a highly selective university. Results suggest that cultural socialization was related to self-esteem, depressive symptoms, and physical symptoms, and that part of its association with self-esteem was mediated by ethnic centrality beliefs. In contrast, preparation for bias had few direct associations with adjustment in this sample; this type of ethnic-racial socialization primarily functioned through its association with public regard and perceived language barriers to upward mobility. Moreover, in predicting self-esteem, public regard and perceived language barriers exhibited equally important roles as mediators of preparation for bias. These findings extend previous research, and implications for future research on ethnic-racial socialization among Latinos are discussed.

This qualitative interview study investigated the types of parental racial-ethnic socialization messages received by Multiracial American youth over the course of their development. The Multiracial population in America is the largest demographic group among individuals under the age of 18 (Saulny, 2011), but there is a dearth of research about the development of this rapidly growing population. Multiracial youth are members of multiple racial-ethnic groups. Thus, racial-ethnic socialization is particularly complex for Multiracial families because parents typically have different racial backgrounds and experiences compared to their children. Interviews were conducted with 20 Multiracial emerging adult college students (Mage = 20.55; 10 male, 10 female) of diverse racial backgrounds to identify the types of parental racial-ethnic socialization messages they received growing up. Using thematic analysis (Braun & Clarke, 2006), nine themes of racial-ethnic socialization content emerged: Cultural socialization, racial identity socialization, preparation for bias socialization, colorblind socialization, race-conscious socialization, diversity appreciation socialization, negative socialization, exposure to diversity socialization, and silent socialization. This research advances the literature by (a) identifying domains of racial-ethnic socialization messages for Multiracial American families, (b) examining a diverse sample of male and female Multiracial youth, (c) differentiating monoracial versus Multiracial socialization messages, and (d) distinguishing the unique connotations of egalitarian socialization messages (e.g., colorblind, race-conscious, diversity appreciation). The findings have important implications for understanding the development of Multiracial American individuals and families. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Attending predominantly White institutions have been associated with certain challenges of academic success for African American college students. Although there are challenges, studies indicate that ethnic-racial socialization (ERS) may be an adaptive mechanism for African Americans. The current study investigates how ERS mitigates the effects of racial discrimination on the academic outcomes of 282 African Americans. Memories of school-related discrimination were negatively associated with academic outcomes, however, ERS dimensions were related to better academic outcomes. Certain ERS dimensions mitigate the effects of peer-related discrimination on academic engagement. Implications for utilizing ERS in university settings to enhance academic achievement are discussed.

Objectives: Exposure to racism experienced by caregivers poses a threat to child developmental outcomes. The current study examines the effects of caregiver-experienced racism on the development of internalizing behaviors for African American children during a sensitive period in their development of racial awareness. Two aspects of caregiver-provided ethnic racial socialization (ERS), cultural socialization and preparation for bias, were assessed as moderators. Supported by prior research, cultural socialization was hypothesized to be protective. Given that research on preparation for bias in early childhood is sparse or inconclusive, no directional hypothesis was formulated for the moderation effect of preparation for bias. Method: A community-recruited, low-income sample of 130 African American caregivers and their children (T3 Mage = 6.20, T4 Mage = 7.17) reported on past-year experiences with racism, ERS practices, and child internalizing behaviors. Path analyses were utilized to assess the influence of caregivers' racist experiences and ERS practices on children's first grade internalizing behaviors after controlling for kindergarten levels. Results: Cultural socialization was not a significant protective factor as hypothesized. However, caregivers' past-year experiences with racism predicted more anxious and sad behaviors in children when caregivers reported using more preparation for bias. Conclusions: The effects of caregivers' racism experiences on their 6-year-old children's internalizing behaviors were contingent on their use of preparation for bias socialization. This study adds to the literature on racism and further elucidates the role preparation for discrimination plays in developmental outcomes for young African American children. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Drawing from Spencer’s phenomenological variant of ecological systems theory (PVEST), this study examines how Black adolescents navigate racism-related stress, ethnic-racial socialization, and critical reflection as racial ecologies, and their association with coping strategies. Additionally, we explore critical action, a unique coping strategy related to critical consciousness. Using latent profile analysis, data from 200 Black adolescents (Mage = 14.2 years) were analyzed, with racism, ethnic-racial socialization, and critical reflection as indicators. Profile differences in coping were also investigated. Four distinct profiles of Black teen racial ecologies were identified: (a) Positively Racially Socialized, Less Discriminated ( n = 88); (b) Racially Socialized, Discriminated, and Aware ( n = 47); (c) Racially Discriminated and Negatively Socialized ( n = 37); and (d) Low Racially Salient ( n = 28). These profiles exhibited differences in coping strategy endorsement. The findings highlight the importance of Black youth's racial ecologies in shaping their coping mechanisms and have implications for research and clinical practices.

This brief report examined how racial socialization is directly and indirectly related to academic achievement for African Americans attending a predominantly White institution. We expected that students who received more racial socialization would exhibit better academic engagement and this, in turn, would help explain their academic achievement. The sample included 226 African American college students (76% female) between the ages of 18 and 22 years ( Mage = 20.05) who were recruited from the subject pool of the university’s psychology department and through general advertising across the university’s campus. Students participated by completing an online survey. Path analyses indicate that racial socialization messages about cultural pride (i.e., cultural socialization) were associated with academic achievement directly and indirectly through students’ engagement with school. However, racial socialization messages about future barriers were directly associated with academic achievement but not mediated by school engagement. Implications for studying academic engagement and racial socialization in African American college students’ academic achievement are discussed.

The current study expands on ethnic–racial socialization (ERS) among Latinx families to include sociopolitical discussions as a way to better understand how these practices relate to adolescents’ developmental outcomes, including their ethnic–racial identity (ERI) and their sociopolitical development. More specifically, we examined whether there were direct links between parental ERS practices and sociopolitical discussions at home and adolescents’ emergent participatory citizenship via their ERI processes (i.e., exploration and resolution). These questions were examined using path analyses with 267 self‐identified Latinx early adolescents (M age = 11.88, SD = 1.22; girls = 54.3%). Results revealed direct associations between sociopolitical discussions and cultural socialization at home with civic accountability. Thus, youth whose parents had engaged in more discussions with them about current political issues and who taught them about their ethnic heritage and history endorsed a greater sense of collective responsibility for helping community members in need. Additionally, preparation for bias and sociopolitical discussions at home were each uniquely associated with more ERI exploration, and each was also indirectly associated with expectations for future community involvement via youths’ ERI exploration. Our findings come at a critical juncture in time, providing insight into ways we can support the positive ERI development and build the civic capacity of Latinx adolescents.

ObjectiveThe study explored the mediating role of Chinese American parents' ethnic–racial identity (ERI) in linking their discrimination experiences, ethnic–racial socialization (ERS), and their children's mental health, testing whether neighborhood racial diversity and perceived Chinese density moderated these mediation paths.BackgroundDuring COVID‐19, Chinese American families faced increased discrimination, impacting their mental well‐being. However, few studies have examined how parents' discrimination experiences influence their ERI, ERS practice, and ultimately their children's mental health difficulties.MethodData from 294 Chinese immigrant parents (Mage = 44.28, 79% female) were collected in two waves, 2020 and 2021. Path analysis tested if parental discrimination affects their ERI and ERS, and children's mental health. Multigroup analysis assessed if mediation models varied for families living in communities with low versus high racial diversity or Chinese density.ResultsParental racism‐related stress at T1 had significant indirect effects on parental ERS practices (higher use of maintenance of heritage culture and lower use of avoidance of outgroups practice) at T2 via parental ERI (greater private regard) at T2. Parental racial discrimination (perceived sinophobia in the media and racism‐related stress) at T1 had significant indirect effects on children's mental health difficulties at T2 via parental ERS practices (use of maintenance of heritage culture and avoidance of outgroups practices) at T2. The neighborhood racial diversity moderated the mediation model.ConclusionThese findings advance the understanding of both individual (i.e., parental ERI) and contextual factors (i.e., neighborhood racial diversity) in the complex associations between parents' discrimination experiences and children's mental health difficulties.

The present study explores the ways Black/African American emerging adult college students (ages 18–20) and their caregivers engage in racial-ethnic socialization via mobile communication technologies, within the context of a minority-serving 4-year university in the Southeastern US. Qualitative integrative analysis of focus groups ( N = 12 Black/African American emerging adults, 67% female, 33% male) and text message content analysis ( N = 11 emerging adults and their 12 caregivers; 82% female, 9% male; 9% undisclosed gender identity) enabled us to understand emerging adults’ subjective experiences of digital RES alongside objective observation of digital RES within the content of all caregiver-emerging adult text messages exchanged over the course of 3 months. Findings suggest that digital racial-ethnic socialization messages are infrequent and largely implicit, that caregivers and emerging adults flexibly cross between social networks and digital platforms to communicate, and that one unique affordance of digital communication is the ability for caregivers and emerging adults to engage in support seeking and provision in real-time. The present study informs future research on how cultural transmission can continue across distance and development with the use of modern communication technologies.

ABSTRACTUsing survey data from a diverse college student sample (N = 1,728), this study tested how three types of parental ethnic-racial socialization received during the respondents’ youth were indirectly associated with substance use through their impact on the development of social bonds. Cultural socialization and preparation for bias messages indirectly decreased substance use, while promotion of mistrust messages indirectly increased substance use. By-group analyses indicated some ethnic and gender differences. Overall, the findings point to the importance of examining ethnic-racial socialization as a multidimensional construct in relation to social bonds to understand its impact on young adult substance use.