Data obtained from two waves of a longitudinal study of 671 rural African American families, with an 11-year-old preadolescent, were examined to test pathways through which racial and ethnic socialization influence youth's self-presentation and academic expectation and anticipation through the enhancement of youth self-pride. Structural equation modeling analyses indicated that racial and ethnic socialization was linked with youth's expectation and anticipation for academic success, through youth self-pride, including racial identity and self-esteem, and academic self-presentation. The results highlight the need to disaggregate racial and ethnic socialization in order to better understand how these parenting domains uniquely forecast youth self-pride, as well as their orientation to education and academic success. Keywordsparenting; racial socialization; rural; racial identity; academic self-presentationThe study presented in this article tests a heuristic model, developed by the Study Group on Culture, Race, and Ethnicity Culture and Race, for understanding the pathway through parenting practice unique to African American parents, in particular the combination of racial and ethnic socialization, forecasts youths' orientation to education, an important developmental goal parents have for children within this community (Brody & Stoneman, 1992;Hill, 2001). In this endeavor, we examined the extent to which racial and ethnic Correspondence concerning this article should be addressed to Velma McBride Murry, University of Georgia, Center for Family Research, 1095 College Station Road, Athens, GA 30602−4527. E-mail: vmurry@uga.edu. Publisher's Disclaimer: The following manuscript is the final accepted manuscript. It has not been subjected to the final copyediting, fact-checking, and proofreading required for formal publication. It is not the definitive, publisher-authenticated version. The American Psychological Association and its Council of Editors disclaim any responsibility or liabilities for errors or omissions of this manuscript version, any version derived from this manuscript by NIH, or other third parties. The published version is available at http://www.apa.org/journals/cdp/ NIH Public Access Author ManuscriptCultur Divers Ethnic Minor Psychol. Author manuscript; available in PMC 2010 January 1. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript socialization influence rural African American youths' self-pride, consisting of racial identity and self-esteem, and the role of youth self-pride in forecasting whether youth would be willing to hide his or her abilities in school to "fit" in with peers. Subsequently, as educational performance and school connectedness are juxtaposed with often the salience of racial identity, we pose the question, "how does a strong sense of self-pride encourage youth to not engage in behaviors that reflect masking their academic abilities in order to maintain a sense of collective identity?" (Ogbu, 2004). Finally, how does the concealment of ones' ac...

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This article revisits the authors’ experiences as Black queer women teaching undergraduates and receiving graduate education, ultimately reflecting on these from their current professorial positions. It explores how graduate teachers and junior faculty who are Black queer women navigate the process of creating and maintaining feminist pedagogy in the college classroom while simultaneously negotiating universities that have very little space for queer women, Black women, and those at these intersections. The article asserts that feminist classrooms are arenas for discovery, liberation, and resistance of hegemonic structures, and attempts to construct these spaces both in- and outside of women’s studies departments. This task is particularly challenging when the instructor holds the very marginalized identities that exist in the content of the class and their education. Ultimately, the article argues that their unique experience has been under-theorized, even by them, and necessitates specific strategies that would not be addressed by a focus on Black women who are assumed to be straight or queer women who are assumed to be white.

Don't Ask, Don't Tell is gaining attention in family studies literature as a cultural specific context to understand lesbian, gay, and bisexual visibility in African-American families and communities. This policy suggests that sexual minorities are accepted within African-American families and communities as long as they do not label themselves or acknowledge publicly that they engage in same-sex relationships. The narratives of two African-American lesbians (aged 26 and 27 years) are chronicled in the present study to reveal their lesbian identity development, lesbian identity management, and how they defined and navigated Don't Ask, Don't Tell. They encountered challenges and successes in a quest to find communities that would embrace and affirm their multiple marginalized identities. Their stories are offered as a point of entry to further inquiry concerning African-American lesbian visibility and identity proclamation within African-American families and communities.

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