Cultural Socialization Processes Research Articles

The Family as a Site of Consocial Learning: the Cultural Socialisation of Young People in the Process of Intergenerational Exchange

Abstract This article explores the family as an educational environment and space for the intergenerational exchange of knowledge. Focusing on the process of cultural socialization as viewed against the currently popular “culture wars” it employs the concept of consociality, which is aimed at grasping the diversity and unpredictability of human interactions, and has been recently rejuvenated by Ulf Hannerz. Investigating the consocial character of learning and intergenerational exchange within the family educational environment, the article takes examples from Slovakia and Latvia and problematizes the relationship between formal and informal learning to demonstrate how it changes knowledge infused with cultural meanings and references. The article argues that this process depends on the consocial conditions in which it is created. It also suggests that viewing the family environment in consocial terms provides us with an opportunity to rethink the role of experiences shared within the family and thereby mitigate ethnic-cum-cultural essentialism.

Cultural socialization in childhood: Analysis of parent-child conversations with a direct observation measure.

Cultural factors influence the development of all children. Yet, current knowledge of explicit cultural socialization processes in childhood remains limited, mainly by failing to incorporate the experiences of young children. To address this critical gap, the authors introduce the OMERS-Peds task, an observational measurement designed to systematically identify and compare the content of cultural messages passed down from caregivers to offspring during early school age years. The OMERS-Peds was administered to mothers and children (n = 275) from three diverse racial/ethnic backgrounds (African American (n = 153), Hispanic (n = 61), and non-Hispanic White (n = 61)) within the longitudinal Multidimensional Assessment of Preschoolers (MAPS) Study. The OMERS-Peds coding system was used to rate how strongly families endorsed 5 key constructs: family culture, religion, identity, ethnicity, and race. A series of χ2 statistic tests were used to compare scores across racial/ethnic backgrounds, and within families (between children and their mothers). Analyses revealed that in the cultural socialization conversations occurring in early childhood, parents and children prioritize talking about their family's culture and religion. Independent of their racial/ethnic backgrounds, mothers and children seldom discussed race and ethnicity. Contrary to research with older children, differences were mainly identified within families, rather than across racial/ethnic groups. Findings support the need to include children's perspectives in the assessments of cultural socialization, as opposed to relying primarily on parent reports, and highlight the importance of having an observational methodology that allows researchers to examine parent-child bidirectional interactions during early school age years in a systematic manner. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Ethnic-Racial and Religious Identity as Mediators of Relations Between Ethnic-Racial Socialization and Prosocial Behaviors Among Black Young Adults

Scholars have long asserted the importance of studying cultural socialization processes predicting prosocial behaviors, but studies on this topic among Black young adults are rare. The current study examined the mediating roles of ethnic-racial identity and religious identity in associations between ethnic-racial socialization and prosocial behaviors among Black young adults. Participants consisted of 208 Black young adults ( Mage= 19.90 years, SDage= 1.62, 73.6% women) from universities across the United States, who reported on their ethnic-racial socialization, ethnic-racial identity, religious identity, and prosocial behaviors. Mediation analyses showed that ethnic-racial identity and religious identity mediated the relation between ethnic-racial socialization and prosocial behavior. Our findings highlight the ways in which cultural socialization and identity processes may foster prosocial behaviors among Black young adults. Discussion focuses on a culturally grounded and strengths-based understanding of prosocial development among Black young adults.

Asian American cultural socialization and ethnic identity: interdependent self-construal as a mediator

ABSTRACT Objectives: This study advances the understanding of cultural socialization processes for Asian American emerging adults. We examined whether interdependent self-construal mediated the relation between cultural socialization and ethnic identity exploration and commitment. Method: The current study utilized mediation analyses to explore the associations between cultural socialization (i.e., the process in which individuals learn messages regarding the traditions and values of their culture) via different agents (i.e., parents, teachers, romantic partners, peers); interdependent self-construal (i.e., viewing oneself as connected to others); and ethnic identity exploration and commitment for Asian American college-attending emerging adults (N = 281, 66.5% female, M age = 20.34). Results: Results revealed that interdependent self-construal mediated the association between cultural socialization and ethnic identity exploration and commitment in regards to romantic partners and peers, but not parents and teachers. Conclusions: Results highlight that diverse cultural socialization agents may play a role in ethnic identity formation and suggest that the endorsement of cultural values can be a mechanism through which ethnic identity is strengthened for Asian Americans.

A Meta-Analysis of Acculturation and Enculturation: Bilinear, Multidimensional, and Context-Dependent Processes

Acculturation and enculturation are currently conceptualized as bilinear, multidimensional, and context-dependent cultural socialization processes (Yoon et al., 2013). Yet, this conceptualization requires further specification and empirical evidence. Our work is timely given the downward shift in productivity of traditional acculturation research and the need for a new direction. We examined the constructs and processes of acculturation and enculturation by meta-analytically synthesizing the findings of 255 publications (343 independent samples). In support of a bilinear (vs. unilinear) conceptualization, we found that acculturation and enculturation were only slightly associated with each other, r = −.18. In support of multidimensionality and context-dependency, their relationship varied by dimension (e.g., nonsignificant association of mainstream and ethnic identities vs. significant associations in other dimensions), geographic region, and race. Additionally, acculturation and enculturation rates/patterns varied by dimension; extrinsic changes (e.g., behavior) proceeded faster than intrinsic changes (e.g., values, identity). We discuss a direction for future research and implications for practice, advocacy, and education/training.

Brokering Culture and Power in a Media-Driven World: Parents of Adolescents in Northern Thailand

Exposure to modern media alters cultural values and individual identities. Little is known, however, about whether and how media use alters cultural socialization processes in family relationships. In this study, 20 urban Thai parents of adolescent children took part in individual interviews in which they discussed media use in their families. Thematic analysis of interview data indicates that adolescents act as cultural brokers for their parents in a media-driven culture, and that this brokerage engenders adolescent agency, power, and the renegotiation of traditional age-based hierarchies in the Thai context. Data also indicate that parental power and authority are maintained and reasserted by way of parents placing restrictions on adolescent media use and mobilizing their children’s technological desires as opportunities to teach culturally salient lessons about necessity—a value that reflects central tenets of the late Thai King Bhumibol’s Sufficiency Economy and of Buddhism’s Four Noble Truths. Findings suggest that media use can both transform and maintain traditional cultural values and family dynamics in northern Thailand. More broadly, this study carries implications for the psychological science of globalization by applying the concept of cultural brokerage to communities undergoing rapid technological change.

Pathways to ethnic-racial identity development and psychological adjustment: The differential associations of cultural socialization by parents and peers.

Ethnic-racial identity (ERI) development is a central developmental process for youth of color. Although a great deal of research establishes the importance of cultural socialization by parents to the development of ERI, limited empirical work has examined peers' role in these processes. This study uses 4 cross-sectional data sets (N = 127, 312, 257, and 238, mean age = 17.96-18.24) followed by a meta-analytic summary to test a path model of ERI development and parent and peer cultural socialization and their associations with psychological adjustment in a diverse sample of emerging adults. The final sample size adjusted meta-analytic model indicated that parent ethnic socialization predicted both ERI exploration and commitment while only peer preparation for bias predicted ERI commitment. In turn, ERI commitment and exploration predicted more positive mental health. The findings of this study highlight the importance of both parents and peers to cultural socialization processes during emerging adulthood. In particular, this study suggests that the messages peers impart about prejudice play a unique role in the development of ERI. The findings have important implications about the unique role peers play in communicating messages about prejudice as well as for ERI and the psychological adjustment of youth of color at this developmental stage. Additionally, these cross-sectional findings provide a preliminary but robust model from which researchers can frame future longitudinal work in this area. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Cultural socialization practices among Latino immigrant families within a restrictive immigration socio-political context

Cultural socialization has been linked to positive ethnic identity development and found to serve as a buffer to discrimination. The current restrictive immigration political climate may hinder parents' abilities to transmit their culture of origin to children, and impact child health outcomes and development. Fifty-two in-depth interviews with Mexican immigrant parents were used to learn how they culturally socialize their children within an anti-immigrant political climate. Findings revealed two underlying themes in parents' narratives; family context and storytelling. Parents described multiple strategies used to connect their children with their culture of origin; contando mis historias, food, religious practices, traveling to their country of origin, community events and celebrations, and the Spanish language. Parents used photos and web resources to facilitate the cultural socialization process. Parents also described negotiating how to integrate two cultures (country of origin and U.S. American host culture) with their children and within themselves. Recommendations are made for engaging families in culturally informed practice and interventions.

Muslim Immigrant Parents’ Social Status Moderates the Link Between Religious Parenting and Children’s Identification with the Heritage and Host Culture

This study addresses the question of whether and when religious parenting is a bridge or a barrier to Muslim immigrant children’s integration. Integration was defined as children’s identification with the heritage culture and the host culture. Participants included 210 self-identified Turkish Muslim mothers, children (aged 9-14), and 115 fathers in Germany. All family members filled in questionnaires on identification with Turks and identification with Germans; in addition both parents reported on religious parenting and children on religiosity. Results of multivariate regression analyses revealed that religious parenting was negatively related to children’s identification with Germans but positively related to children’s identification with Turks through increased child religiosity. However, additional multiple-group analyses revealed that only the religious parenting of lower educated parents and first-generation mothers reduced the likelihood of children’s identification with Germans. The religious parenting of higher educated parents and second-generation mothers did not affect children’s identification with Germans but promoted children’s identification with Turks. Taken together, the findings highlight the diverse roles of religious parenting in cultural socialization processes in Muslim immigrant families.

Mothers Raising Daughters: New Complexities in Cultural Socialization for Children Adopted From China

This study examined the process of cultural socialization among 6- to 8-year-old girls adopted from China, with a focus on adoptive mothers’ decisions about their children's socialization and children's interest in and knowledge about China and being Chinese. Qualitative interviews of 10 mothers and their children were analyzed using a grounded theory approach. Three main categories were identified to further specify parental cultural socialization: (1) motivation, (2) approaches to differences, and (3) type of activities that differed in their contextual layers and their degree of structure. Findings additionally revealed the interplay between parents’ cultural socialization practices and children's interest in socialization, patterns of participation, and knowledge and understanding about China or being Chinese. Results suggest that parental cultural socialization in families with children adopted internationally and transracially is more dynamic, complex, and layered than previously thought.

Deepening Multicultural Competencies through Immersion in West African Dance Camps

ABSTRACT Dance camps offer opportunities to refine artistic skills, learn complex routines, deepen personal growth, and celebrate movement with like-minded artists. An in-country West African dance camp experience provides an additional opportunity for deepening multicultural competency for both dance teachers and students by drawing on the richness that a culturally immersed exposure entails, by promoting an intentional reflection on our own cultural socialization process, and by taking advantage of concomitantly rich opportunities for emotional and psychological work. A focused desire to acquire and examine the knowledge, attitudes, and beliefs necessary to process the complexities inherent in a dance camp experience will facilitate authentic learning and promote a socially conscious attitude. A culturally alert orientation entails an understanding of the multifaceted dimensions of the West African dance teacher, the dance(s) being studied, and personal behavior. A culturally alert orientation transforms and deepens the subjective expression and experience of West African dance.

Content analysis of acculturation research in counseling and counseling psychology: A 22-year review.

The authors conducted a 22-year (1988–2009) content analysis of quantitative empirical research that included acculturation and/or enculturation as a study variable(s). A total of 138 studies in 134 articles were systematically evaluated from 5 major American Psychological Association and American Counseling Association journals in counseling and counseling psychology, including Journal of Counseling Psychology, The Counseling Psychologist, Journal of Counseling and Development, Journal of Multicultural Counseling and Development, and Cultural Diversity and Ethnic Minority Psychology. To guide the analysis, the authors conceptualized acculturation/enculturation as a “bilinear” (i.e., developing cultural orientations to both majority and ethnic cultures) and “multidimensional” (i.e., across multiple areas such as behaviors, values, identity, and knowledge) cultural socialization process that occurs in interaction with “social contexts” (e.g., home, school, work, West Coast, Midwest). Findings include the patterns and trends of acculturation/enculturation research in (a) conceptualization and use of acculturation/enculturation variable(s), (b) research designs (e.g., sample characteristics, instruments, data collection, and analysis methods), (c) content areas, and (d) changes in total publications and trends over time. Additionally, meta-analyses were conducted on the relationship of acculturation/enculturation and a few key variables of mental health, adjustment, and well-being. Major findings and directions for future research are discussed.

Multicultural Issues in Graduate Advising Relationships

Although advisor—advisee relationships are ubiquitous to graduate training, there is relatively little scholarship bearing on advising relationships. Not surprisingly, the intersection between multiculturalism and advising relationships is also sparse. Given the potential increase in the numbers of People of Color entering graduate training due to the changing demographics in the United States and the influence of advising relationships on advisees’ personal and professional development, it is imperative to address the role of culture in the advising relationship—in this article, we will address race, sex, and sexual orientation. Hence, in this article, we address the potential impact of racial and cultural socialization processes on the advising relationship and organizational contexts.

Examining cultural socialization within African American and European American households.

This preliminary study explored the cultural socialization processes of 227 African American and European American parents of elementary schoolchildren. The Cultural Value Socialization Scales (K. M. Tyler, A. W. Boykin, C. M. Boelter, & M. L. Dillihunt, 2005) were used to garner parents' reports of their cultural value socialization activities at home. The scales contained written vignettes depicting persons involved in activity that reflected a specific cultural value. Ethnocultural values examined were communalism, verve, movement, and affect, and mainstream cultural values included individualism, competition, bureaucracy, and materialism. Regression analyses reveal that being an African American parent was predictive of competition and materialism scores. Race was not a significant predictor of the remaining cultural value socialization scores. Limitations to the study are discussed.

Explaining the Absence of the Lay Voice in Sexual Health Through Sociological Theories of Healthcare

This paper seeks to use social theory to present a range of perspectives on why the lay voice has been under-represented in sexual health. The paper first of all describes the absence of the lay voice in sexual healthcare in relation to the public health practice of contact tracing in the context of a syphilis outbreak in the Greater Dublin Area. The paper then presents a range of perspectives from social theory which offer ways of understanding such lay–professional relations in sexual health and especially the absence of the lay-voice. It is argued that Parsons's model of the sick role presents an understanding of the process of cultural socialization, which have led to professional dominance over the lay perspective. It is argued that Foucault's understanding of the surveillance powers of medicine offers a critical vantage point on sexual healthcare. However, similar to Parsons, it is also a politically conservative critique as it does not present a radical understanding of how the laity might achieve greater power in their relations with health professionals. Finally, it is argued that Habermas' theory of communicative action and discursive democracy may be usefully applied to healthcare policy making. This is especially so in terms of the development of a communicative structure, which could foster equitable dialogue and the principle of mutual accountability within lay–professional relations in healthcare.

The Transracial Adoption Paradox

The number of transracial adoptions in the United States, particularly international adoptions, is increasing annually. Counseling psychology as a profession, however, is a relatively silent voice in the research on and practice of transracial adoption. This article presents an overview of the history and research on transracial adoption to inform counseling psychologists of the set of racial and ethnic challenges and opportunities that transracial adoptive families face in everyday living. Particular attention is given to emergent theory and research on the cultural socialization process within these families.

The Role Image of the American Father: An Examination of A Media Myth

A lack of correspondence exists between the image of the American male as a father-figure and field data gathered on adult male-child interaction. The U.S. father-figure is examined in two time frames demarcated by the mid-1970s. In the earlier intervale both media portrayal, exemplified by SATURDAY EVENING POST cartoons, and “conventional wisdom” depicted American men as incompetent or irrelevant child caretakers. In the later interval, the men were presumed to be potentially useful; yet were thought to be failing to meet that potential appropriately. During the 1970s, field observations (N=49,154 children) in the United States and seventeen other cultures indicated high levels of adult malechild interaction. Compared to the men and children in the other countries, the United States adult malechild dyad appears to be quite typical. It is suggested that the portrayal and incorporation of the image of the “indifferent” or “underutilized” father-figure is part of a cultural socialization process. Since humor is one societal mechanism that perpetuates symbol systems, suggestions are given as to why males may be portrayed in this negative light and implications this may have for shifts in a society more aware of sex role stereotyping.