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Smith NA, McDonald A, Ferrone CT, Johnson S, Witherspoon DP. Parenting in African American families: Profiles of general and culturally specific dimensions of parent-adolescent relationships during late adolescence. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024. [PMID: 38923203 DOI: 10.1111/jora.12975] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Accepted: 05/05/2024] [Indexed: 06/28/2024]
Abstract
Developmental and parenting frameworks suggest that factors at the individual-level and multiple levels of adolescents' contexts are important determinants of how African American parents prepare their children to live in a racially stratified society. Using a person-centered approach, this study explored heterogeneity in profiles of African American parent-adolescent relationships (PARs) using indicators of parent-reported ethnic-racial socialization (cultural socialization, preparation for bias), general parenting practices (autonomy support, monitoring, behavioral control), and relationship quality (warmth, communication, conflict). We also examined how adolescents' characteristics, parents' personal and psychological resources, and contextual sources of stress and support contributed to profile membership. Data were from the Maryland Adolescent Development in Context Study (1991-2000) and consisted of 589 African American caregiver-adolescent dyads (caregivers: 89% female; 57.2% married; adolescents: 50.7% female; Mage = 17, SD = 0.64, range = 15-19 years old). Latent profile analysis revealed four profiles: (a) No-Nonsense High Socializers, (b) Indulgent Average Socializers, (c) Unengaged Silent Socializers, and (d) Authoritative Cultural Socializers. Adolescent characteristics (gender, depression, and problem behavior), parents' personal and psychological resources (parenting self-efficacy, centrality, private regard, and depression), and contextual sources of stress and support (stress: economic hardship, family stress, neighborhood disadvantage and support: marital status, family cohesion, family organization) were correlated with profile membership. Findings suggest that variability in African American PARs is shaped by an extensive set of individual and contextual factors related to adolescents and the family and neighborhood context. These findings have important implications for future research and how to target multiple potential levers for change in African American parenting practice.
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Affiliation(s)
- Naila A Smith
- School of Education and Human Development, University of Virginia, Charlottesville, Virginia, USA
| | - Ashley McDonald
- Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania, USA
| | - Carly Trakofler Ferrone
- Department of Public Policy, Oregon State University, Corvallis, Oregon, USA
- Allegheny HealthChoices, Pittsburgh, Pennsylvania, USA
| | - Shadane Johnson
- Department of Psychology, Fordham University, New York, New York, USA
| | - Dawn P Witherspoon
- Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania, USA
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2
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Wantchekon KA, Umaña-Taylor AJ. Targeting ethnic-racial identity development and academic engagement in tandem through curriculum. J Sch Psychol 2024; 103:101292. [PMID: 38432735 DOI: 10.1016/j.jsp.2024.101292] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2022] [Revised: 07/21/2023] [Accepted: 01/26/2024] [Indexed: 03/05/2024]
Abstract
Schools play an integral role in adolescents' learning and understanding of their ethnic-racial identity (ERI); however, the extant research offers a limited understanding of how specific educator practices can inform adolescents' ERI development, and in turn, their academic adjustment. Accordingly, the present study utilized 30 interviews with Latinx, White, Asian American, and Multiracial eighth grade students (N = 16; Mage = 13.25 years, SD = 0.45; 75% girls, 25% boys) and their English teacher to illustrate the processes by which an ERI-focused unit informed students' ERI developmental processes and their academic engagement (i.e., behavioral, cognitive, and emotional). Results from iterative causation coding indicated that (a) the unit promoted ERI development by facilitating conversations with family, offering dedicated time for ERI exploration, and facilitating personal and literary ERI exploration in tandem; (b) the unit's focus on ERI development encouraged students' emotional, cognitive, and behavioral academic engagement; and (c) the unit also encouraged students' emotional, cognitive, and behavioral academic engagement by leveraging book selections centering ethnoracially minoritized youth, critical consciousness raising, and class community building. Our findings offer implications for future research and school-based efforts looking to positively support adolescents' ERI development. Our findings also provide insights regarding the role of the predominately White school context in students' experiences with the unit, namely, the role of the context in some students' occasional disengagement with the material.
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Affiliation(s)
- Kristia A Wantchekon
- Department of Psychology, Georgetown University, 306-N White Gravenor Hall, 37th and O Streets, N.W. Washington, DC 20057, USA.
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Hernández MM, Safa MD, Kornienko O, Rogers AA, Ha T. A Person-Centered Analysis of Adolescent Multicultural Socialization Niches and Academic Functioning. J Youth Adolesc 2023; 52:2261-2284. [PMID: 37495902 PMCID: PMC10495488 DOI: 10.1007/s10964-023-01828-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2023] [Accepted: 07/12/2023] [Indexed: 07/28/2023]
Abstract
Despite the growing cultural diversity worldwide, there is scarce research on how socialization processes prepare youth to respond to increasing multicultural demands and the degree to which these socialization opportunities inform youth academic functioning. This study used a person-centered approach to identify profiles or niches based on the degree and consistency of multicultural socialization experiences across school, peer, and family settings and to examine the associations between identified niches and markers of academic functioning (i.e., emotional and behavioral academic engagement, academic aspirations and expectations) in a sample of adolescents (N = 717; Mage = 13.73 years). Participants (49.9% girls) were from the U.S. Southwest and represented multiple ethno-racial backgrounds (31.8% Hispanic/Latinx, 31.5% Multiethnic, 25.7% White, 7.3% Black or African American, 1.4% Asian American or Pacific Islander, 1.4% American Indian or Alaska Native, and 1% Arab, Middle Eastern, or North African). Six distinct multicultural socialization niches were identified. Three niches had similar patterns across school-peer-family but ranged in the degree of socialization. The cross-setting similar higher socialization niche (Niche 6) demonstrated greater socialization than the cross-setting similar moderate (Niche 5) and lower socialization (Niche 4) niches, which had moderate and lower socialization, respectively. Three niches demonstrated cross-setting dissimilarity which ranged in the type of cross-setting contrast and the degree of socialization. The cross-setting dissimilar school contrast socialization niche (Niche 3) had greater dissimilarities between socialization opportunities in the school setting compared to the peer and family settings and demonstrated the lowest levels of socialization of all niches. The other two niches, the cross-setting dissimilar peer contrast (Niche 1) and greater peer contrast socialization (Niche 2) niches had larger dissimilarities between socialization opportunities in the peer setting than the school and family settings. In the former, however, the contrast was lower, and socialization ranged between very low to low. In the latter, the contrast was higher and socialization ranged from very low to moderate. Most adolescents were in the cross-setting similar lower socialization niche or in the cross-setting dissimilar niches. Adolescents in the cross-setting similar higher multicultural socialization demonstrated greater emotional and behavioral academic engagement than adolescents in most of the other niches. Adolescents in the cross-setting dissimilar school contrast niches demonstrated lower emotional and behavioral academic engagement and lower academic expectations than adolescents in some of the other niches. The results emphasize the collective role of school, peer, and family multicultural socialization on emotional and behavioral academic engagement.
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Affiliation(s)
| | - M Dalal Safa
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Olga Kornienko
- Department of Psychology, George Mason University, Fairfax, VA, USA
| | - Adam A Rogers
- School of Family Life, Brigham Young University, Provo, UT, USA
| | - Thao Ha
- Department of Psychology, Arizona State University, Tempe, AZ, USA
- REACH Institute, Department of Psychology, Arizona State University, Tempe, AZ, USA
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Mathews CJ. New directions in ethnic-racial identity and critical consciousness development: Contextual considerations in the aftermath of COVID-19. Curr Opin Psychol 2023; 52:101649. [PMID: 37487413 DOI: 10.1016/j.copsyc.2023.101649] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Revised: 06/19/2023] [Accepted: 06/20/2023] [Indexed: 07/26/2023]
Abstract
Though ethnic-racial identity and critical consciousness have often been studied in isolation, numerous racialized and sociopolitical events that occurred during COVID-19 offer a unique opportunity to study how youth of color's understandings of ethnicity and race overlap with their understandings of racial inequality. This review article examines how families, schools, and digital sociopolitical contexts facilitated youth of color's understandings of their own racial self-concept while simultaneously shaping the experiences with and resistance to racial inequality. I conclude with a call to scholars to consider the role of context in the integrated study of these two salient developmental processes in the lives of youth of color.
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Charity-Parker BM, Adams-Bass VN. Exploring Black Youth's Belief in Racial Socialization Across Parental and Non-parental Agents. JOURNAL OF CHILD AND FAMILY STUDIES 2023:1-18. [PMID: 37362626 PMCID: PMC10108822 DOI: 10.1007/s10826-022-02451-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/16/2022] [Indexed: 06/28/2023]
Abstract
Historically, racial socialization (RS) literature has focused on the content and frequency of RS messages communicated between Black parents and youth. In an effort to examine the potential added benefit of receiving RS messages from non-parental agents, three hierarchical linear regressions were tested among a sample of Black youth (ages 14-21). Black youths' acquisition of protection and bicultural coping messages from parents were associated with their belief in racial protection messages along with select relevant covariates. Black youths' acquisition of protection and racial stereotyping messages from parental agents and racial stereotyping messages from non-parental agents were associated with their belief in racial stereotyping messages. Finally, Black youths' belief in bicultural coping messages were association with their acquisition of protection, racial stereotyping, and bicultural coping messages from parental agents and racial stereotyping and bicultural coping messages from non-parental agents. Findings underscore the enduring role parental and non-parental figures serve in Black youths' racial socialization experiences across ecological contexts. As such, future interventions and community-based programs should be oriented towards equipping parents and supports for Black youth (e.g., including multiracial families) with the competency to communicate racial pride and skillfully support Black children's management of racialized experiences.
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Affiliation(s)
- Bianka M. Charity-Parker
- School of Education and Human Development, University of Virginia, 405 Emmet Street South, 22904 Charlottesville, USA
| | - Valerie N. Adams-Bass
- Childhood Studies, College of Arts and Sciences, Rutgers University, 329 Cooper Street, Camden, NJ 08102 USA
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Osborne KR, Walsdorf AA, Smith-Bynum MA, Redig S, Brinkley D, Owen MT, Caughy MO. Responding to racism at school: Ethnic-racial socialization and the academic engagement of Black and Latinx youth. Child Dev 2023; 94:219-236. [PMID: 36151973 PMCID: PMC10087195 DOI: 10.1111/cdev.13853] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2021] [Revised: 07/28/2022] [Accepted: 08/11/2022] [Indexed: 02/03/2023]
Abstract
Guided by the Theory of Racial Socialization in Action (TRSA; Smith-Bynum in press), this study examined observed caregiver-provided ethnic-racial socialization in response to a school-based discriminatory dilemma. Forty-five Black and 36 Latinx caregivers (88% mothers) with low-income and their children (Mage = 11.09, SD = 0.29; 46.3% female) participated in Dallas, Texas from 2018 to 2019. Dyads responded to a hypothetical scenario in which a school counselor makes a discriminatory comment to the child. Results of a factor mixture analysis suggested that caregivers engaged in the dialogue using one of four approaches: Low-engaged, Legacy, Racial Literacy, or High-engaged. Profiles were found to differ significantly by the race/ethnicity and language of caregivers and were associated with youth's concurrent behavioral engagement (R2 = .04).
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Golden AR, Byrd CM. Examining Critical Reflection as a Mediator Between School Racial Climate Experiences and Anti-Racist Action. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2022; 32:1109-1119. [PMID: 35709012 PMCID: PMC9542284 DOI: 10.1111/jora.12778] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Little is known about how different school racial climate experiences influence the critical reflection and subsequent critical action behaviors of racially minoritized youth. Therefore, the current study examined how critical reflection mediated the relationship between school racial climate profiles and critical action behaviors. Participants were 559 Black and Latinx adolescents, aged 13-17 who completed an online survey. Results indicated that critical reflection significantly mediated the relationships between interpersonal interactions (i.e., equal status) and anti-racist critical action behaviors. Similarly, the relationships between school racial socialization messages (i.e., cultural and critical consciousness socialization) and anti-racist critical action behaviors were also mediated by critical reflection. Findings have implications for how dimensions of the school racial climate differentially relate to racially minoritized youth's critical consciousness.
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Frey WR, Ward LM, Weiss A, Cogburn CD. Digital White Racial Socialization: Social Media and the Case of Whiteness. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2022; 32:919-937. [PMID: 35665564 DOI: 10.1111/jora.12775] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
The Internet has become a ubiquitous central element in the lives of adolescents. In this conceptual paper, we focus on digital white racial socialization (D-WRS), arguing: (1) for an expanded conceptualization of WRS as doings, and (2) that social media may be changing processes of WRS through an extension of traditional settings and through the creation of unique social contexts. We highlight the uniqueness of social media contexts due to the designed normalization of whiteness, weak-tie racism, social media affordances, and racialized pedagogical zones allowing adolescents to practice doing race. We introduce a conceptual framework for D-WRS and end with an expressed need for conceptually guided research on the multidimensional relationship between social media and WRS processes.
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Concordant and Discordant Patterns of Parental Racial Socialization among Biracial Black-White Adolescents: Correlates and Consequences. J Youth Adolesc 2022; 51:2340-2354. [PMID: 35976560 DOI: 10.1007/s10964-022-01667-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Accepted: 07/27/2022] [Indexed: 10/15/2022]
Abstract
Multiracial-Black youth are one of the fastest-growing populations in the U.S., but little is known about their racialized developmental experiences. This study uses Latent Profile Analysis to identify patterns of parental racial socialization among Biracial Black-White adolescents and explore whether those profiles relate to demographics and racial identity outcomes. The sample consisted of 330 Biracial Black-White adolescents living in the U.S. (67% boys; Mage = 14.8, SD = 1.5). The analysis yielded a four-profile solution based on (1) the frequency of socialization messages youth received and (2) the concordance of those messages across both of their parents (i.e., whether socialization frequency is similar or different between Black and white parents). Profile membership differed based on youth gender and racialized appearance (i.e., whether youth presented physically as Black, white, or racially ambiguous). Ultimately, adolescents in the profile with the highest frequency and concordance of parental racial socialization reported more adaptive racial identity attitudes including a sense of pride in being Black and Biracial. Youth in that profile also felt the most comfortable navigating the intersections of their racial identities, which coupled with racial pride has promising implications for their development and wellbeing.
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10
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Dull BD, Hoyt LT, Chaku N. White adolescents' racial contexts: Associations with critical action. Child Dev 2022; 93:1698-1712. [PMID: 35713325 DOI: 10.1111/cdev.13812] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
This study takes a person-centered approach to investigate White youths' racial contexts by utilizing a latent profile analysis among a sample of White adolescents (N = 323, ages 16-17; 52% female, 48% male; data collected 1996-1998). Racial contexts were composed of parent, peer, and school influences, which revealed three distinct profiles: a Race Conscious profile, a Race Silent profile, and a Low Race Engagement profile. These profiles predicted White adolescents' critical action during emerging adulthood, where adolescents in the Race Conscious profile were engaged in more critical action as compared to the other two profiles. These findings suggest that the racial contexts in which White adolescents develop have direct implications on their desire to work toward, and take action for, social change.
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Sladek MR, Umaña-Taylor AJ, Hardesty JL, Aguilar G, Bates D, Bayless SD, Gomez E, Hur CK, Ison A, Jones S, Luo H, Satterthwaite-Freiman M, Vázquez MA. "So, like, it's all a mix of one": Intersecting contexts of adolescents' ethnic-racial socialization. Child Dev 2022; 93:1284-1303. [PMID: 35366330 DOI: 10.1111/cdev.13756] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Cultural-ecological theories posit that ethnic-racial identity (ERI) development is shaped by transactions between contexts of ethnic-racial socialization, yet research considering intersections among multiple contexts is limited. In this study, Black, Latino, White, and Asian American adolescents (N = 98; Mage = 16.26, SD = 1.09; 55.1% female identifying) participated in surveys and focus group discussions (2013-2014) to share insights into ERI development in context. Using consensual qualitative research, results indicated: (a) family ethnic-racial socialization intersects with community-based, peer, media, and school socialization; (b) ethnic-racial socialization occurs outside family through intersections between peer, school, community-based, and media settings; and (c) ethnic-racial socialization is embedded within systems of racial oppression across contexts. Discussion includes implications for future research and interventions supporting youth ERI.
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Affiliation(s)
- Michael R Sladek
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | | | - Jennifer L Hardesty
- Department of Human Development and Family Studies, University of Illinois Urbana-Champaign, Urbana, Illinois, USA
| | - Gladys Aguilar
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | - David Bates
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | | | - Elisa Gomez
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | - Connie K Hur
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | - Ashley Ison
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | - Shandra Jones
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | - Hua Luo
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | | | - Michael A Vázquez
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
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Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents. J Sch Psychol 2022; 91:97-111. [DOI: 10.1016/j.jsp.2022.01.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2020] [Revised: 04/16/2021] [Accepted: 01/03/2022] [Indexed: 11/22/2022]
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Profiles of Racial Socialization Messages from Mothers and Fathers and The Colorblind and Anti-Black Attitudes of Asian American Adolescents. J Youth Adolesc 2022; 51:1048-1061. [PMID: 35348991 PMCID: PMC8960204 DOI: 10.1007/s10964-022-01597-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Accepted: 02/28/2022] [Indexed: 11/05/2022]
Abstract
Racial equality requires coalitions and solidarity across racial groups, but there continues to be racially colorblind and anti-Black attitudes within the Asian American community, a diverse community consisting of individuals with ancestral origins in East, Southeast, and South Asia. However, there is limited research on the factors that contribute to the development of these attitudes among Asian Americans. Parents could potentially play an important role in perpetuating or challenging the colorblind and anti-Black messages that pervade U.S. society. Thus, the current study investigates how 309 Asian American adolescents’ (M age = 16.8; SD = 1.15; 50.5% female) perceptions of parents’ racial socialization messages about race and racism relate to the youth’s racial attitudes. Latent profiles of youth’s perceptions of mothers’ and fathers’ racial socialization messages and their associations with colorblind racial attitudes and anti-Black attitudes were examined. For mothers, three socialization profiles were identified: Race Avoidant, Race Hesitant, and Race Embracing; for fathers, two socialization profiles were identified: Race Avoidant and Race Embracing. Adolescents with Race Embracing mothers reported less anti-Black attitudes compared to those who had Race Hesitant mothers. For fathers, there were no differences among the profiles and anti-Black attitudes. However, surprisingly, adolescents with Race Embracing fathers were more likely to have colorblind racial attitudes compared to those with Race Avoidant fathers. The findings highlight the importance of racial socialization in the development of Asian American adolescents’ racial attitudes to continue fighting for interracial solidarity.
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Lozada FT, Riley TN, Catherine E, Brown DW. Black Emotions Matter: Understanding the Impact of Racial Oppression on Black Youth's Emotional Development: Dismantling Systems of Racism and Oppression During Adolescence: Dismantling Systems of Racism and Oppression During Adolescence. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2022; 32:13-33. [PMID: 34958154 DOI: 10.1111/jora.12699] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Revised: 11/02/2021] [Accepted: 11/09/2021] [Indexed: 06/14/2023]
Abstract
Black US Americans' emotions are subject to stereotypes about the anger and aggression of Black people. These stereotypes are readily applied to Black adolescents' emotions. The purpose of this conceptual paper is to operationalize racial oppression in the emotional lives of Black adolescents through an application of García Coll et al.'s (1996) ecological model for minority youth development. We specify emotionally inhibitive features of Black adolescents' schools, the adaptive culture of Black Americans in the United States that responds to emotional inhibition, Black families' emotion socialization processes, and Black adolescents' emotional flexibility behaviors. Throughout, we integrate findings from research on Black adolescents' emotional adjustment with research on cultural values, emotion and racial socialization, school-based racial experiences, and theory on emotion and cultural navigation.
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Xie M, Yip T, Cham H, El-Sheikh M. The Impact of Daily Discrimination on Sleep/Wake Problem Trajectories Among Diverse Adolescents. Child Dev 2021; 92:e1061-e1074. [PMID: 34106461 PMCID: PMC11174140 DOI: 10.1111/cdev.13605] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This study examines how everyday discrimination is associated with 6-day trajectories of sleep/wake problems, operationalized as sleep disturbance and daytime dysfunction, among 350 diverse adolescents (Mage = 14.27, SD = 0.61, 69% female; 22% African American, 41% Asian American, 37% Latinx; 24% multiethnic/racial; across participating schools, 72% of students eligible for free/reduced price lunch) in the Northeastern United States. Adolescents encountering discrimination experienced changes in sleep/wake problem trajectories (i.e., significant increases in same-day sleep/wake problems), whereas adolescents reporting no discrimination experienced no changes in trajectories (Cohen's ds = .51-.55). Multiethnic/racial (compared to monoethnic/racial) adolescents experiencing everyday discrimination reported greater same-day sleep/wake problems, yet steeper decreases in sleep/wake problems suggesting stronger impact coupled with faster return to baseline levels.
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