A qualitative examination of familial racial-ethnic socialization experiences among multiracial American emerging adults.

Atkin, Annabelle L.; Jackson, Kelly; White, Rebecca M. B.; Tran, Alisia G. T. T.

doi:10.1037/fam0000918

Cited by 17 publications

(21 citation statements)

References 40 publications

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“…The items developed for this measure were based on eight domains identified by a comprehensive review of the familial racial-ethnic socialization literature with multiracial families (Atkin & Yoo, 2019) and a qualitative study providing support for the relevance of these domains to the racial-ethnic socialization experiences of a diverse sample of Multiracial emerging adults (Atkin et al, 2021). Drawing from the qualitative study conducted with Multiracial emerging adults and recruiting Multiracial emerging adults for this study were decisions made in line with the MultiCrit (Harris, 2016) tenet of experiential knowledge , which emphasizes centering the voices of Multiracial individuals.…”

Section: Validation Of the Multiracial Youth Socialization (My-soc) S...mentioning

confidence: 99%

Validation of the Multiracial Youth Socialization (MY-Soc) Scale among racially diverse multiracial emerging adults.

Atkin¹,

Yoo²,

White³

et al. 2022

Journal of Family Psychology

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Multiracial children are the largest demographic group in the United States among individuals under the age of 18 (Pew Research Center, 2015), but their developmental processes are understudied. Parents and caregivers play an important role in preparing youth to navigate racialized society by teaching them to understand what it means to be a member of a racial-ethnic group (Hughes et al., 2006). However, this process is more complex in multiracial families, where youth belong to multiple racial-ethnic groups. Thus, the purpose of the present study was to develop and validate the first measure of racial-ethnic socialization for Multiracial youth, the Multiracial Youth Socialization (MY-Soc) Scale, to assess the unique messages that are communicated in multiracial families regarding topics of race, ethnicity, and culture. Using a sample of 901 Multiracial emerging adults (m age = 22.43), we separately captured the socialization practices of two of the youths' primary caregivers from the youths' perspective. Exploratory and confirmatory factor analyses supported a 62-item scale measuring eight types of socialization:

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Section: Validation Of the Multiracial Youth Socialization (My-soc) S...mentioning

confidence: 99%

Validation of the Multiracial Youth Socialization (MY-Soc) Scale among racially diverse multiracial emerging adults.

Atkin¹,

Yoo²,

White³

et al. 2022

Journal of Family Psychology

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“…Finally, we explain why we advocate for the capitalization of the terms “Multiracial” and “Biracial.” The 2010 APA Publication Manual does not mention Multiracial people, but states that, “Racial and ethnic groups are designated by proper nouns and are capitalized” (APA, 2010, p. 75). Several Multiracial scholars who consider Multiracial and Biracial to be distinct racial groups therefore treat these words as proper nouns and capitalize them (e.g., Atkin et al, 2022; Franco & Carter, 2019; Sanchez et al, 2020). The 2020 edition of the APA Publication Manual added, “If people belong to multiple racial or ethnic groups, the names of the specific groups are capitalized, but the terms ‘multiracial, ‘biracial,’ … are lowercase” (APA, 2020, p. 143).…”

Section: Defining Race Ethnicity and Culturementioning

confidence: 99%

Race terminology in the field of psychology: Acknowledging the growing multiracial population in the U.S.

Atkin¹,

Christophe²,

Stein³

et al. 2022

American Psychologist

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The field of psychology is coming toward a critical juncture; scholars are increasingly recognizing that race, ethnicity, and culture play important roles in their fields of study, but do not always have the language to integrate race and culture into their own work. Furthermore, common conceptions of race may systematically exclude those from multiple racial and ethnic backgrounds in favor of fixed and discrete racial categories that ultimately perpetuate white supremacy. Meanwhile, as the Multiracial population of the U.S. is growing at an unprecedented rate, psychologists need language to acknowledge this population in their studies and pursue research to advance the field's knowledge of this diverse group and its many subpopulations. In an attempt to educate psychologists across subfields and disciplines, we provide a detailed account of preferred terms related to race and ethnicity with emphasis on ways to think about and talk about Multiracial populations in the United States. While preferred terms may change across time, the aim of this article is to provide psychologists with the tools to begin nuanced and necessary discussions about how race informs their research and the populations they work with in uniform and nonstigmatizing ways. By highlighting terminology related to those of multiple racial and ethnic backgrounds, we demystify and legitimize these rapidly growing but often hidden populations. Different perspectives on various terms are provided throughout to set psychologists on the path to beginning more race-conscious conversations and scientific inquiries into the experiences of Multiracial Americans and those from other marginalized racial-ethnic groups.

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“…1 Multiracial youths’ racial knowledge has important implications for their life outcomes, as their understanding of race and racial identity can aid in better outcomes for their mental, physical, and emotional wellbeing, psychological adjustment, and political participation (e.g., Christophe, 2021; Fisher et al, 2014 ; Goodhines et al, 2020 ; Jackson et al, 2012 ; Rockquemore & Brunsma, 2007 ; Tabb, 2016 ). Recent studies have examined how parents of multiracial children can support their youths’ understanding of their own ethnic-racial identities through various types of socialization practices (e.g., Atkin & Jackson, 2021 ; Atkin & Yoo, 2019 ; Atkin et al, 2022 ; Csizmadia & Atkin, 2022 ; LaBarrie, 2017 ; Lorenzo-Blanco et al, 2013 ). Because monoracial parents do not share the same ethnic-racial identity as their multiracial children, supporting their children to explore and accommodate various ethnic-racial identities can be challenging.…”

Section: Introductionmentioning

confidence: 99%

“…Parents may engage their children in race-conscious socialization , teaching them to treat people from other ethnic-racial groups equally while also recognizing racism as systemic and pervasive (see also Atkin et al, 2022 ). Diversity appreciation involves parents teaching their children to appreciate cultural diversity and ethnic-racial differences without explicitly naming or discussing racism and discrimination (see also Atkin et al, 2022 ). Parents instill ideologies in their children by explaining that race does not matter and people should not see skin color via colorblind (or color-evasive) socialization.…”

Section: Introductionmentioning

confidence: 99%

“…Distinct from multiracial RES, Family Support of Multiracial Experiences (FSME) practices are more tailored to validating and supporting their identity-related experiences of multiracial children (Atkin & Jackson, 2021 ; Atkin et al, 2022 ; Csizmadia & Atkin, 2022 ); these practices are by definition unique to multiracial families. More specifically, parents that engaged in multiracial identity expression support were supportive of their children exploring some or all their ethnic-racial heritages and choosing how they wanted to identify.…”

Section: Introductionmentioning

confidence: 99%

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Raising “Antiracist Disruptors”: Illuminating Socialization Practices that Support Antiracism in Multiracial Households

2023

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Although an emerging body of literature has advanced our knowledge of how monoracial parents can support their multiracial children in understanding the ethnic-racial identities they hold, there is a dearth of research exploring how parents socialize their children towards antiracism. Drawing from ten interviews with monoracial parents of multiracial children, this paper illuminates how parents leverage multiracial socialization practices, as identified in previous academic research, to instill an antiracist orientation in their children. Using consensual qualitative analyses, we find that although all parents had a vested interest in the wellbeing and identity development of their multiracial children, parents qualitatively differed in their ability and willingness to instill an antiracist orientation in their children. Specifically, parents in our sample exhibited five approaches to multiracial socialization, ranging from those that reinforced dominant racial ideologies to those that explicitly aimed to prepare youth to become antiracist activists. We also describe how monoracial parents’ lived experiences are implicated in their engagement in multiracial socialization practices, especially those that better position them to prepare their children to engage in antiracism. Our findings illuminate how monoracial parents may engage in a repertoire of strategies in order to foster antiracism in multiracial children, molding the next generation of “antiracist disruptors.”

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A qualitative examination of familial racial-ethnic socialization experiences among multiracial American emerging adults.

Cited by 17 publications

References 40 publications

Validation of the Multiracial Youth Socialization (MY-Soc) Scale among racially diverse multiracial emerging adults.

Validation of the Multiracial Youth Socialization (MY-Soc) Scale among racially diverse multiracial emerging adults.

Race terminology in the field of psychology: Acknowledging the growing multiracial population in the U.S.

Raising “Antiracist Disruptors”: Illuminating Socialization Practices that Support Antiracism in Multiracial Households

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