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

Familial ethnic socialization is an important way in which Latino youth in the United States become oriented toward their culture. Although many Latino adolescents have contact with their familial homelands outside the United States, which may also promote their cultural orientation, extant research has focused on familial ethnic socialization within the U.S. The present study examined visits to the familial homeland as an ethnic socialization process among 105 stateside Puerto Rican adolescents (M = 15.96 years, SD = 1.41; 52% girls). Factor analyses suggested that visits to Puerto Rico and familial ethnic socialization were not part of the same construct. Moreover, path analyses showed that visits to Puerto Rico and familial ethnic socialization were associated with different aspects of Puerto Rican youths' cultural orientation. Consistent with previous work, increased familial ethnic socialization was associated with greater ethnic identity and overall endorsement of the Latino values of family obligations and respeto. In contrast, more frequent visits to Puerto Rico were associated with greater expected endorsement of family obligations and respeto in challenging daily life situations.

Section: Discussionsupporting

confidence: 82%

Puerto Rican adolescents’ visits to the island, familial ethnic socialization, and cultural orientation

Solís

2021

“…Next, Watford et al. (2021) examine the process through which Black adolescents learn about race and its meaning through observation of patterns and social regularities in key contexts, including school and neighborhood. In the study, the authors explored racial stories as a narrative form from which to access youths’ knowledge about race, the basis of that knowledge in their daily experiences, and the implications of that knowledge for their views of their future encounters.…”

Section: Organization Of This Issuementioning

confidence: 99%

Through the looking glass: Ethnic racial socialization among children and adolescents

Ruck

Hughes

Niwa

2021

Ethnicity and race are critical in how children and youth experience, negotiate, and navigate development. A robust literature has illustrated that ethnic-racial socialization (ERS) in particular plays an important role in how children develop an understanding of ethnicity and race. The majority of research has typically focused on parents as agents of socialization and ERS during adolescence. In addition, most studies use survey approaches and focus on US-based populations. We highlight conceptual, theoretical, and empirical work that seeks to push forward knowledge about the myriad ways in which individuals, interactions, and settings communicate messages to youth about ethnicity and race. Here we provide a brief overview of the literature on ERS, followed by a set of core commitments that guided our solicitation and selection of articles for this special issue. The articles represent a range of theoretical frameworks and methodologies; cover ERS of children across the developmental spectrum; examine children from multiple ethnic-racial groups; elaborate issues related to intersectionality and co-constructed identities; and consider socialization of ethnicity-race as it occurs across multiple settings, inclusive of families. We conclude with a description of the articles included in this special issue and how they map onto our core commitments.

“…We focus on schools because they are examples of social systems that draw and redraw racial boundaries in society (Lewis, 2003), thus serving as important contexts for ERS (Saleem & Byrd, 2021). The messages students receive in schools are multilayered and are crucial for the psychosocial and academic development of youth of color (e.g., Watford et al., 2021). We suggest that messages about ethnicity/race are conveyed to students and teachers through four avenues relevant to the AGD (1) Benchmarks and standards for student learning; (2) Curriculum and pedagogy; (3) Language around educational performance, and (4) Spaces of learning.…”

Section: Ethnic‐racial Socialization In the Context Of The Agdmentioning

confidence: 99%

Ethnic‐racial socialization in the context of the achievement gap discourse

Kuchirko

Nayfeld

2021

Messages about race and ethnicity are embedded in everyday settings and interactions. Research on ethnic-racial socialization (ERS) commonly centers on relationships between youth and their teachers, parents, and peers as contexts of socialization. We propose another context for ERS: Discourse. We suggest that messages about race and ethnicity are part of larger, uncontested and unacknowledged Discourses-with an uppercase D-which refer to semiotic processes occurring at multiple layers of cultural, ideological, and social contexts. We zero in on the achievement gap discourse (AGD), a prevailing, uncontested and unacknowledged discourse that is rooted in U.S. racial hierarchies. We suggest that messages about ethnicity and race are conveyed to students and teachers through four avenues relevant to the AGD (1) Benchmarks and standards for student learning; (2) Curriculum and pedagogy; (3) Language around educational performance, and (4) Spaces of learning. We conclude with future directions that examine the relation between the AGD and ERS.