Parental Ethnic Socialization Research Articles

Is radicalization a family issue? A systematic review of family-related risk and protective factors, consequences, and interventions against radicalization.

Family-related risk and protective factors are crucial for different antisocial behaviors, but their role in radicalization requires synthesis. Radicalization is likely to have a negative impact on families, and well-designed and implemented family-focused intervention programs have the potential to decrease radicalization. Research questions were: (1) What are the family-related risk and protective factors for radicalization? (2) What is the impact of radicalization on families? (3) Are family-based interventions against radicalization effective? Searches included 25 databases and hand searches of gray literature from April to July 2021. Leading researchers in the field were asked to provide published and unpublished studies on the topic. Reference lists of the included studies and previously published systematic reviews on risk and protective factors for radicalization were scanned. Published and unpublished quantitative studies on family-related risk and protective factors for radicalization, the impact of radicalization on families, and family-focused interventions were eligible with no restrictions regarding the study year, location, or any demographic characteristic. Studies were included if they measured the relation between a family-related factor and radicalization or if they included a family-focused intervention against radicalization. For family-related risk and protective factors, radicalized individuals needed to be compared to general population. Studies were included if they defined radicalization as support or commission of violence to defend a cause, including support for radical groups. The systematic search identified 86,591 studies. After screening, 33 studies focused on family-related risk and protective factors were included, with 89 primary effect sizes and 48 variables grouped in 14 factors. For the factors that included two or more studies, meta-analyses with random effects were conducted. When possible, moderator analyses were performed together with sensitivity and publication bias analyses. No studies on the impact of radicalization on families or family-focused interventions were included. The current systematic review based on studies with 148,081 adults and adolescents from diverse geographic locations showed that parental ethnic socialization (z = 0.27), having extremist family members (z = 0.26), and family conflict (z = 0.11) were related to more radicalization, whereas high family socioeconomic status (z = -0.03), bigger family size (z = -0.05), and high family commitment (z = -0.06) were related to less radicalization. Separate analyses described family-factors for behavioral versus cognitive radicalization, and different radical ideologies including Islamist, right-wing and left-wing. It was not possible to distinguish risk and protective factors from correlates and the level of overall bias was mostly high. No results regarding the impact of radicalization on families or family-focused interventions were included. Although causal relations between family-related risk and protective factors could not be established, it is reasonable to suggest that policies and practice should aim at decreasing family-related risks and increasing protective factors for radicalization. Tailored interventions including these factors should be urgently designed, implemented and evaluated. Studies focused on the impact of radicalization on families and family-focused interventions are urgently needed together with longitudinal studies on family-related risk and protective factors.

Parents’ Role in the Ethnic Socialization of Youth in Malaysia

The study examines the influence of the ethnic background on the parents’ role in the ethnic socialization of youths in Malaysia. A survey of 894 youths, who were aged 18–40 years, and who were from Malay, Chinese, Indigenous, and Indian ethnic backgrounds, was conducted. The questionnaire results show moderate levels of ethnic affiliation and parental socialization. The influence of other people in the ethnic socialization, namely, relatives other than the parents, as well as friends and other adults (teachers, neighbors, and people of the same religion), was limited. The parents of the youths were engaged in more positive ethnic socialization than negative ethnic socialization. The participants’ parents talked to them about cultural pluralism and cultural pride from once to several times a year, but the Indian participants reported frequencies of more than once per month. Conversations that prepared the participants for bias and that promoted mistrust occurred one to two times a year, but they occurred up to several times a year for the Indian participants. The parents of the Indigenous, Malay, and Chinese participants engaged in less frequent ethnic socialization. As a majority group, the Malay parents may have felt secure in their privileged status; however, the groups with immigrant backgrounds responded to their marginalized status in divergent ways with respect to the activeness of the parental ethnic socialization.

Ethnic Socialization in Current and Prospective Parents

Few studies have examined whether the manner in which one has been parented impacts one’s subsequent parenting style regarding ethnic socialization. We examined this question in current and prospective parents. First, we found that receiving greater familial ethnic socialization is significantly correlated with stronger subsequent parental ethnic socialization (PES) for both current and prospective parents. Second, we found that PES did not significantly differ between current and prospective parents. Third, given the limited research examining the ethnic socialization experiences of those who are White, we examined these questions specifically for our White participants. Our findings persisted when we examined all ethnicities together and when we examined White participants alone.

Familial and Parental Ethnic Socialization Within Majority, Minority, and Multiracial Groups

As ethnic diversity grows within the United States, so does the need for understanding ethnic identity (EI), which develops through ethnic socialization (ES). In a family context, this is known as familial ethnic socialization (FES), whereas parental ethnic socialization (PES) refers to ethnically socializing one’s children. This study explores differences and similarities in EI, FES, and PES between ethnic majority, minority, and multiracial groups. It also introduces PES as an emerging construct in EI research.

Ethnic identity developmental trajectories during the transition to college.

The goal of this longitudinal study was to examine the trajectories of ethnic identity exploration and commitment in 538 ethnic-racial minority students during their first 2 years of college. Multilevel modeling analyses demonstrated ethnic identity development continued as students transitioned to college. Specifically, ethnic identity exploration increased in quadratic and linear slopes, whereas ethnic identity commitment increased in a linear slope only. These developmental trajectories were similar across ethnic-racial minority students, regardless of their race, gender, and nativity, with the exception of Asian American students who started college with a higher level of exploration compared to other minority students. In addition, the study found parental ethnic socialization to have a continued influence on ethnic identity development in college. These findings add to a growing number of longitudinal studies on ethnic identity development beyond adolescence. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Ethnic socialization and ethnic identity development among internationally adopted Korean American adolescents: A seven-year follow-up.

The relationship between ethnic socialization by parents, peers, and ethnic identity development was examined over a 7-year time span in a sample of 116 internationally adopted Korean American adolescents. Parent report data was collected in 2007 (Time 1 [T1]) when the adopted child was between 7 and 13 years old and again in 2014 at ages 13 to 20 years old (Time 2 [T2]). Adolescent report data also was collected in 2014. We examined differences in parent and adolescent reports of parental ethnic socialization at T2, changes in parent reports of ethnic socialization from T1 to T2, and the relationship among ethnic socialization by parents at T1 and T2, ethnic socialization by peers at T2, and ethnic identity exploration and resolution at T2. Results indicated parents reported higher levels of parental ethnic socialization than adolescents did at T2. Parent reports of parental ethnic socialization also decreased between childhood and adolescence. Adolescents reported higher parental ethnic socialization than peer ethnic socialization at T2. Path analysis demonstrated positive indirect pathways among parental ethnic socialization at T1, parental ethnic socialization and peer ethnic socialization at T2, and ethnic identity exploration and ethnic identity resolution at T2. The study highlights the cultural experiences of transracial, transnational adopted individuals, the role of both parents and peers in ethnic socialization and ethnic identity development, and the importance of longitudinal and multi-informant methodology. (PsycINFO Database Record

Turkish-Dutch youths’ attitude toward violence for defending the in-group: What role does perceived parenting play?

This study examines a factor that has thus far received little attention in research on attitudes toward violent in-group defense, namely, the role of perceived parental ethnic socialization. We hypothesized that perceived parental ethnic socialization (i.e., cultural socialization, egalitarianism, bias/mistrust) affects attitudes toward violence in defense of the in-group by others as well as willingness to use such violence oneself via its influence on collective identity factors (in-group connectedness, collective deprivation, religious superiority, connectedness with mainstream society). We analyzed a sample of children of Turkish Muslim migrants in the Netherlands. The data came from a survey conducted among pupils at 7 secondary schools (age 14–18, N = 133). Results show that perceived parental ethnic socialization has an indirect effect on attitudes toward and willingness to use a violent in-group defense that runs via the collective identity factors. Perceived parental socialization that emphasizes equality is related to less willingness to use violent in-group defense. Perceived parental messages of mistrust of the other and preparation for bias were associated with a more positive attitude toward violent in-group defense by others and toward willingness to use such violence. Perceived cultural socialization correlates positively with attitude toward violent in-group defense by others and willingness to use violent in-group defense. The total size of the indirect effects of perceived parental ethnic socialization was modest. We did not find a direct effect of perceived parental socialization. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Perceived Ethnic Discrimination by Teachers and Ethnic Minority Students’ Academic Futility: Can Parents Prepare Their Youth for Better or for Worse?

This study focuses on the interplay of perceived ethnic discrimination by teachers, parents' ethnic socialization practices, and ethnic minority students' sense of academic futility. Since discrimination creates barriers beyond control of the individual, the first research goal is to examine the association of perceived ethnic discrimination by teachers with ethnic minority students' sense of academic futility. The second research goal is to focus on the role of perceived parental ethnic socialization (e.g., cultural socialization and preparation for bias) to get a better understanding of the interaction between family level factors and the potentially negative consequences of ethnic teacher discrimination. A multilevel analysis on 1181 ethnic minority students (50.6% girls; mean age=15.5), originating from migration, in 53 secondary schools in Flanders (Belgium) shows that the frequent perception of ethnic discrimination by teachers is associated with stronger feelings of academic futility, and if these students also received high levels of parents' ethnic socialization, they perceive even stronger feelings of futility. The group of ethnic minority students, who perceive frequent ethnic teacher discrimination, is a group at risk, and parents' ethnic socialization does not seem able to change this.

Ethnic variations in parental ethnic socialization and adolescent ethnic identity: a longitudinal study.

Achievement of a positive ethnic identity has been linked to positive outcomes for ethnic minority youth and is fostered by parental ethnic socialization practices. In light of findings of variability in developmental trajectories and outcomes, we examined ethnic group variations in parents' ethnic socialization practices and adolescents' ethnic identity. Within a sample of 370 adolescents who self-identified as White, African American, Latino/a, or Asian American, and their parents, parental ethnic socialization practices (including preparation for bias, promotion of mistrust, and cultural socialization) and adolescent ethnic identity development (including identity exploration and commitment) were assessed at 10th and 11th grades. Consistent with predictions, African American youth reported higher levels of ethnic identity exploration and commitment than youth from other ethnic groups, and parents of African American youth tended to report higher levels of ethnic socialization than other parents. Parental cultural socialization significantly predicted adolescent ethnic identity exploration and commitment 1 year later; ethnicity did not moderate this link. Findings are discussed in the context of the schools and urban community from which the sample was recruited, highlighting the importance of sociocultural context in development.

The relation of dialogic, control, and racial socialization practices to early academic and social competence: Effects of gender, ethnicity, and family socioeconomic status.

This research tests the relations of parental practices to child competence and assertions that practices differ by gender of the child. Home-based interviews and structured observations of parent-child interactions were conducted with an ethnically and socioeconomically diverse sample of families (N=501) whose 4-year-old children were served in public prekindergarten. Study data confirmed the importance of parental practices for children's academic and social competence but did not support claims that use of any of the practices was related to the child's gender. Significant differences were found for economic status on dialogic practices and for ethnicity on control and ethnic socialization. Poor parents employed dialogic practices less than nonpoor parents' and African American parents employed dialogic practices less often and control and ethnic socialization more often than European Americans. Dialogic practices were related to competence, but parental control and ethnic socialization were not.

Mexican-Origin Early Adolescents’ Ethnic Socialization, Ethnic Identity, and Psychosocial Functioning

The current study examined how parental ethnic socialization informed adolescents' ethnic identity development and, in turn, youths' psychosocial functioning (i.e., mental health, social competence, academic efficacy, externalizing behaviors) among 749 Mexican-origin families. In addition, school ethnic composition was examined as a moderator of these associations. Findings indicated that mothers' and fathers' ethnic socialization were significant longitudinal predictors of adolescents' ethnic identity, although fathers' ethnic socialization interacted significantly with youths' school ethnic composition in 5th grade to influence ethnic identity in 7th grade. Furthermore, adolescents' ethnic identity was significantly associated with increased academic self-efficacy and social competence, and decreased depressive symptoms and externalizing behaviors. Findings support theoretical predictions regarding the central role parents play in Mexican-origin adolescents' normative developmental processes and adjustment and, importantly, underscore the need to consider variability that is introduced into these processes by features of the social context such as school ethnic composition.

Mexican American Children’s Ethnic Identity, Understanding of Ethnic Prejudice, and Parental Ethnic Socialization

Mexican American children in Grades 2 (n = 22) and 6 (n = 25) were interviewed about their understanding of ethnic prejudice and were administered two indices of ethnic identity (ethnic knowledge and ethnic behavior). Most of the children (n = 19) were third generation or later (no parent or grandparent born in Mexico), but 11 had at least one parent born in Mexico. Parents of the children were administered acculturation and ethnic socialization measures. Study results suggested that (a) parental ethnic socialization about ethnic discrimination was associated with children’s development of ethnic knowledge, (b) low levels of parental acculturation to Anglo norms were associated with children performing ethnic behaviors, and (c) children’s advanced understanding of ethnic prejudice was associated with high levels of ethnic knowledge and higher grade levels. These results support and extend Bernal, Knight, Garza, Ocampo, and Cota’s multifaceted model of ethnic identity: One aspect of ethnic identity (i.e., ethnic knowledge) was predictive of children’s understanding of ethnic prejudice, whereas another index (i.e., ethnic behavior) was not. Moreover, this study’s results support Quintana and Vera’s model of children’s developmental understanding of ethnic prejudice. This study suggests that children’s understanding of ethnic prejudice represents an important aspect of the development of Mexican American children.

Role of Perspective-Taking Abilities and Ethnic Socialization in Development of Adolescent Ethnic Identity

In this article, we report on an investigation of a recently proposed construct of ethnic perspective-taking ability (EPTA). It was hypothesized that: (a) EPTA would be related to ethnic identity, social perspective-taking ability (SPTA), and ethnic socialization; and (b) there would be distinctiveness in EPTA relative to SPTA. Mexican American high school students (N = 43) were administered in-depth EPTA and SPTA interviews and questionnaire measures of ethnic identity. Parents of the adolescents were administered an ethnic socialization questionnaire. Results provided support for the potential usefulness of EPTA because it was significantly associated with SPTA, even after variance associated with developmental level was controlled, and there was variance in ethnic identity predicted by EPTA that was not also predicted by either SPTA or the ethnic socialization variable. Contrary to expectation, EPTA was not significantly associated with ethnic socialization. However, parental ethnic socialization was s...

Parental Ethnic Socialization and Adolescent Coping With Problems Related to Ethnicity

This study investigated ethnic socialization by parents of minority group adolescents, the adolescents' ethnic identity and strategies for coping with stereotypes and discrimination, and the interrelationships among these and demographic variables. In-depth interviews were carried out with 60 American-born Japanese-American, African-American, and Mexican-American high-school students, aged 16 to 18 years, and one parent of each adolescent. There were significant ethnic group differences in parental ethnic socialization, with African-American parents more frequently reporting discussing prejudice with their child and Japanese-American and African-American parents emphasizing adaptation to society more than Mexican-American parents. Adolescent use of a proactive style of coping with stereotypes and discrimination was associated with higher self-esteem, and use of verbal retorts was related to lower self-esteem. Parental socialization did not have a strong relationship to adolescent outcomes.