How to Catch a Moonbeam: A Mixed‐methods Approach to Understanding Ethnic Socialization Processes in Ethnically Diverse Families

Hughes, Diane; Rivas, Deborah; Foust, Monica D.; Hagelskamp, Carolin; Gersick, Sarah; Way, Niobe

doi:10.1002/9781118269930.ch11

Cited by 86 publications

(229 citation statements)

References 35 publications

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“…The literature on racial social socialization of African American children reports that many African American parents overtly teach their children about white racism (e.g., Barr and Neville 2008;Bowman and Howard 1985;Coard and Sellers 2005;Coard, Wallace, Stevenson, and Brotman 2004;Evans et al 2012;Friend, Hunter, and Fletcher 2011;Hughes et al 2008;Mosley-Howard and Burgan Evans 2000;Peters 2002;Neblett, Rivas-Drake, and Umaña-Taylor 2012;Ritterhouse 2006). Included in that might be education about racial codes and how to deal with them (Bowman and Howard 1985).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Included in that might be education about racial codes and how to deal with them (Bowman and Howard 1985). Some parents socialize their children not to trust white people (e.g., Barr and Neville 2008;Bowman and Howard 1985;Hughes et al 2008;Ritterhouse 2006). And some parents socialize their children to keep a low profile in relationship to white people (Bowman and Howard 1985;Ritterhouse 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

“…There is often a high priority on inculcating racial and personal pride (e.g., Berkel et al 2009;Bowman and Howard 1985;Evans et al 2012;Friend, Hunter, and Fletcher 2011;Hughes et al 2008;Peters 2002). Often a part of inculcation of racial pride is teaching children about African American history and family history (e.g., Suizzo, Robinson, and Pahlke 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Many parents teach their children about the importance of education (e.g., Barr and Neville 2008;Bowman and Howard 1985;Daniel and Effinger 1996;Peters 2002;Suizzo, Robinson, and Pahlke 2008;Trask-Tate et al 2014). Some studies provide data on parents socializing children to value hard work and to have high aspirations (e.g., Barr and Neville 2008;Bowman and Howard 1985;Hughes, et al 2008). As part of that, parents might teach children about African American achievers and achievements (e.g., Barr and Neville 2008;Bowman and Howard 1985;Hughes et al 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

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African American Autobiographer Accounts of Learning from Parents How to Deal with Racism

Rosenblatt

Sims

2016

J Afr Am St

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The literature on racial socialization of African Americans has focused on data drawn from young children, teens, and college students. The question of what mature adults recall as having been significant messages in their childhood about dealing with racism has been ignored, and so has the question of what the adult impact might be of childhood racial socialization. To explore these issues, we examined the autobiographies of 41 African Americans that included material on the parenting they received to deal with racism. Many of the lessons the autobiographers wrote about learning can be classified in three broad themes-be aware of and alert to white racism, get a good education, and have a strong racial identity. As evidence of the usefulness in adulthood of childhood racial socialization, some autobiographers wrote about how important certain socialization experiences were to them in adulthood. This paper adds to the literature on African American racial socialization by showing the durability of some memories of childhood racial socialization and also showing that there can be an impact in adulthood of childhood racial socialization.Racial socialization research indicates that many African American children are socialized to deal with racism and to be resilient in the face of it. Studies to date have focused on young children, teens, or college students. As far as we know, there are no studies of mature adults who have made their way in society and who, looking back, remember their racial socialization experiences and perhaps, too, can describe childhood racial socialization experiences that have made a difference for them as adults. One purpose J Afr Am St

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

African American Autobiographer Accounts of Learning from Parents How to Deal with Racism

Rosenblatt

Sims

2016

J Afr Am St

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“…Across several racial groups, the most common and frequently utilized parental socialization strategy was exposing children to egalitarian views toward racial groups. White parents attempt to promote children ' s sense of egalitarianism as a way of preventing racist attitudes in their children (Hughes et al, 2008 ). The least utilized strategy by parents was the promotion of mistrust, suggesting that explicit encouragement of racial bias occurs the most infrequently among parents.…”

Section: Ethnic S Ocializationmentioning

confidence: 99%

Ethnicity, Race, and Children's Social Development

Quintana

2010

The Wiley‐Blackwell Handbook of Childhood Social Development

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Neighborhood‐level predictors of African American and Latinx parents' ethnic–racial socialization

Witherspoon

Glover

Wei

et al. 2021

American J of Comm Psychol

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Few studies examine how neighborhood structural factors (e.g., socioeconomic status [SES] and diversity) and perceived disorder may influence the messages parents communicate to their youth about race/ethnicity. Guided by the integrative model and social disorganization theory, this study examines how parents' ethnic–racial socialization messages (ERS) are shaped by the broader environment. Data come from the MacArthur Studies of Diversity in Midlife. Latinx and African American parents N = 508 (Mage = 39) with a child between 6‐ and 17‐years old living in two urban US cities were included. Cultural perceptions were assessed at both the individual level (e.g., perceived discrimination and ethnic affirmation) and neighborhood level along with demographic and structural neighborhood characteristics at the individual and neighborhood level, respectively. Multilevel analyses revealed that at both the individual level and neighborhood levels, perceived neighborhood problems were associated with more frequent messages about ethnicity and race (e.g., cultural socialization and preparation for bias). In addition, neighborhood‐level affirmation promoted cultural messages; in contrast, neighborhood‐level discrimination experiences positively impacted preparation for unfair treatment. Results reveal how parents' ERS is informed by their own characteristics as well as neighborhood factors. Further, cross‐level interactions were found. Findings are discussed in terms of contextual and cultural‐developmental theorizing about parenting.

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How to Catch a Moonbeam: A Mixed‐methods Approach to Understanding Ethnic Socialization Processes in Ethnically Diverse Families

Cited by 86 publications

References 35 publications

African American Autobiographer Accounts of Learning from Parents How to Deal with Racism

African American Autobiographer Accounts of Learning from Parents How to Deal with Racism

Ethnicity, Race, and Children's Social Development

Neighborhood‐level predictors of African American and Latinx parents' ethnic–racial socialization

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