Considering multiple levels of influence on adjustment in school: Ethnic–racial public regard, peer socialization, and social‐emotional learning practices

Hoffman, Adam J.; Pullés, Stephanie A.; Medina, Michael; Pinetta, Bernardette J.; Rivas‐Drake, Deborah; Schaefer, David R.; Jagers, Robert J.

doi:10.1111/sode.12501

Cited by 23 publications

(3 citation statements)

References 85 publications

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“…Although most dimensions of ethnic‐racial identity are viewed as protective factors in the lives of ethnic‐racial minority adolescents (e.g., Rivas‐Drake et al., 2014), empirical studies of linking youths’ ethnic‐racial awareness (especially the public regard component) to adjustment outcomes have found mixed results. While ethnic‐racial awareness has been linked to higher perceived social efficacy with teachers (Hoffman et al., 2021) and less academic anxiety (Gillen‐O'Neel et al., 2011), studies have also linked ethnic‐racial awareness to a range of negative outcomes including increases over time in verbal aggression (Harris et al., 2019), depressive symptoms (Cross et al., 2018; Seaton & Iida, 2019), and diminished school adjustment (Medina, et al., 2019). Similarly, adolescents’ awareness of barriers to opportunity based on ethnicity‐race (another element of youths’ ethnic‐racial awareness) has been associated with varied health and academic outcomes during adolescence, including somatic symptoms (Rivas‐Drake et al., 2009); lower self‐esteem (Bakouri & Staerklé, 2015); lower GPAs (Mickelson, 1990); and lower academic engagement and commitment to school (Chen & Fouad, 2013; Ojeda & Flores, 2008).…”

Section: Introductionmentioning

confidence: 99%

Racial stories as learning moments: An ecological exploration of Black adolescents’ racial learning experiences

Watford

Hughes

Das

et al. 2021

Journal of Social Issues

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Youth in the United States receive countless messages about the meanings and consequences of racial group membership. The processes through which these racialized messages are transmitted, known collectively as ethnicracial socialization, are known to influence youths' psychosocial and academic development-especially their ethnic-racial identity. However, most studies have focused exclusively on parents' roles in the ethnic-racial socialization process. In the present study, drawing on semistructured interviews with 64 Black adolescents, we examined youths' descriptions of their experiences with (and understandings of) race to provide an "up-close" view of the sources and processes involved in ethnic-racial socialization. In addition to providing further evidence of the roles of parents and school curricula in shaping youths' racial beliefs, results suggested that ethnic-racial socialization messages frequently emerged from youths' direct and vicarious exposure to racial discrimination and inequality in the schools they attended, the public places they visited, and in the media they consumed.

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Section: Introductionmentioning

confidence: 99%

Racial stories as learning moments: An ecological exploration of Black adolescents’ racial learning experiences

Watford

Hughes

Das

et al. 2021

Journal of Social Issues

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“…Though longitudinal studies highlight the stable property of ethnic–racial centrality and regard (Hoffman et al, 2017; Hughes et al, 2011) and the long-term benefits of parental socialization on school engagement among non-Native American individuals (Del Toro & Wang, 2021), further research is needed to examine the directionality of the study variables as well as any underlying mechanisms that explain the moderation findings. Furthermore, although we focused on parental socialization, other external factors, such as peer socialization, maybe equally influential on academic engagement (Hoffman, Pullés, et al, 2021; Wang et al, 2015). Thus, future research should also investigate the effects of other sources of cultural socialization (e.g., peers or teachers) on academic engagement among Native American youth.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, although we focused on parental socialization, other external factors, such as peer socialization, maybe equally influential on academic engagement (Hoffman, Pullés, et al, 2021;Wang et al, 2015). Thus, future research should also investigate the effects of other sources of cultural socialization (e.g., peers or teachers) on academic engagement among Native American youth.…”

Section: Limitationsmentioning

confidence: 99%

Investigating the relation between ethnic–racial identity and classroom engagement among Cherokee adolescents: Cultural socialization as a moderator.

Bakth¹,

Hoffman²,

Schacter³

2022

Cultural Diversity & Ethnic Minority Psychology

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Objective: Ethnic-racial identity is an important factor that can promote classroom engagement among ethnic-racial minority adolescents. However, the relationship between ethnic-racial identity and academic engagement remains severely understudied among Native American youth, who report some of the lowest levels of classroom engagement among ethnic-racial minority youth in the United States. Thus, the present study aimed to investigate the relation between ethnic-racial identity and classroom engagement among Cherokee youth. Further, we sought to examine the role of parental cultural socialization as a factor that could moderate this association. Method: The analytic sample consisted of 211 Cherokee adolescents (M = 12.72, SD = .97; female = 52%). Participants were recruited from Grades 6 to 8 from one tribal (60% or n = 126) and two public (40% or n = 85) middle schools. Adolescents completed survey measures of ethnic-racial centrality, private regard, public regard, parental pride socialization, parental preparation for bias socialization, and classroom engagement. Results: Analyses showed that ethnic-racial centrality and regard were positively associated with classroom engagement. Furthermore, pride socialization enhanced the relation between private regard and engagement. Unexpectedly, preparation for bias mitigated the relation between public regard and engagement. Conclusions: The present study demonstrates an important association between ethnic-racial identity and classroom engagement for Cherokee youth. Furthermore, findings highlight the importance of parental cultural socialization as a potential malleable factor that can enhance or diminish the relation between ethnic-racial identity and classroom engagement for Cherokee adolescents. These results suggest that encouraging parental cultural socialization, particularly pride socialization, may be beneficial in promoting classroom engagement for Cherokee youth. Public Significance StatementCherokee adolescents who had a stronger and more positive ethnic-racial identity were more likely to report being engaged in their classroom activities. Moreover, positive associations between ethnicracial identity and classroom engagement were strengthened when adolescents reported receiving messages of cultural pride from parents and were weakened when parents prepared them for bias they may experience in their lives. These findings suggest that the kind of messages that parents relay when they talk with their children about their ethnicity/race can be beneficial for enhancing the positive relationship between ethnic-racial identity and classroom engagement, particularly through pride socialization messages.

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Adolescent well being: Relative contributions of social emotional learning and microsystem supports

Kaşıkcı,

Öğülmüş

2023

Soc Psychol Educ

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Considering multiple levels of influence on adjustment in school: Ethnic–racial public regard, peer socialization, and social‐emotional learning practices

Cited by 23 publications

References 85 publications

Racial stories as learning moments: An ecological exploration of Black adolescents’ racial learning experiences

Racial stories as learning moments: An ecological exploration of Black adolescents’ racial learning experiences

Investigating the relation between ethnic–racial identity and classroom engagement among Cherokee adolescents: Cultural socialization as a moderator.

Adolescent well being: Relative contributions of social emotional learning and microsystem supports

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