Linking Contextual Affordances

Abstract

This exploratory investigation examined the link between self-reported racial–ethnic socialization experiences and perceived parental career support among African American undergraduate and graduate students. The results of two separate multivariate multiple regression analyses found that messages about coping with racism positively predicted parental career supports involving opportunities to practice career behaviors, modeling of career behaviors, verbal encouragement of career development, and providing emotional support. Messages involving intergroup interactions were positively predictive of emotional support messages and opportunities to practice career development activities. The self-report of exposure to African American cultural artifacts (i.e., nonverbal ethnic socialization) positively predicted parental modeling of career behaviors and verbal encouragement of career development. Messages about African American history positively predicted verbal encouragement of career development and emotional support. Finally, messages about engaging in African American cultural activities negatively predicted verbal encouragement of career development. Recommendations for research and practice are provided.

African American Career Aspirations

“…Additionally, these findings may further add to Blackmon and Thomas's (2013) argument regarding the negative influence of internalized racial oppression on the career aspirations of African Americans and the possible development of a career-related internalized oppression among them.…”

“…A legacy of racial oppression and continued challenges in race relations in the United States have especially created many obstacles for the career development of African American young adults (Blackmon & Thomas, 2013). Thus, when examining the career aspirations of this population, it may be necessary to account for the influence of perceived and actual experiences of racial discrimination (Hill, Ramirez, & Dumka, 2003;Lease, 2006;Smith, 1983).…”

“…The perpetuation of stereotypes regarding ''appropriate'' careers for African Americans coupled with the lack of role models in professional occupations (e.g., law and medicine) may contribute to the perception that these social service-oriented careers are typical careers for this population, resulting in lower status aspirations for some (Witherspoon & Speight, 2009). Blackmon and Thomas (2013) posited that some African American youth may internalize ethnicracial stereotypes, developing negative attitudes about their racial-ethnic background that could negatively influence educational and career development. The authors argued that African American youth may develop a form of career-related internalized oppression that results in lower career aspirations.…”

Linking Racial-Ethnic Socialization to Culture and Race-Specific Coping Among African American College Students

“…The reliability estimates for this sample ranged from .70 to .91. The ARESS is correlated with other measures of racial-ethnic socialization (T. L. Brown & Krishnakumar, 2007), careerrelated parent support (Blackmon & Thomas, 2013), academic achievement (T. L. Brown & Krishnakumar, 2007), and the identification of racist experiences (C. Brown, Taylor, & Endsley, 2013).…”

“…Third, as there is a dearth of research on African American college students' perceptions of their racial-ethnic socialization experiences, this investigation will add to already existing research. African American college students likely have a more crystalized understanding of their racialethnic socialization experiences (Blackmon & Thomas, 2013) as well as a more stable set of culture and race-specific coping strategies than children or adolescents. Finally, examining racial-ethnic socialization, Africultural coping, and John Henryism has meaningful implications for college student retention as African American college students experience racial stressesrelated to university climate, interracial and within group differences, as well as minority-related achievement stresses (i.e., minority status stress; Cokley, McClain, Enciso, & Martinez, 2013;Smedley, Myers, & Harrell, 1993) that likely contribute to lower levels of college persistence and completion.…”