School ethnic–racial socialization and adolescent ethnic–racial identity.

Abstract

Objective: Schools are an influential source of information on the meaning of race and culture in society and adolescents' personal lives. Yet, that influence is understudied in the literature on adolescent ethnic-racial identity (ERI) development. Studies of ethnic-racial socialization tend to focus on the family context; the current study measures adolescents' perceptions of ethnic-racial socialization from the school context. Methods: The sample includes 819 youth aged 12-18 (M = 15.27, SD = 1.58) from 4 ethnic-racial groups. We used structural equation modeling to examine the relations between ethnic-racial socialization and ERI controlling for race, gender, and age. To examine ethnic-racial group membership as a moderator, a multigroup model was used. Results: The findings show that, across ethnic-racial groups, the perceptions of opportunities to learn about one's ethnic-racial background and messages about American values are positively associated with youths' exploration of and commitment to their identities. Furthermore, colorblind socialization messages were associated with lower identity commitment. Conclusions: The findings highlight the importance of the school context in shaping students' ethnic-racial socialization and identity. This study investigated how what adolescents learn about race/ethnicity and culture in school is associated with their ERI. The findings indicate that opportunities to learn about one's culture are related to more identity exploration and greater sense of the importance of group membership. Furthermore, opportunities to learn about other cultures promote positive attitudes toward people of different races/ethnicities.

The Role that Cultural Plays in Fostering Educational Sovereignty for American Indian Youths: A Transformative Mixed Methods Study

“…Academic literature notes that ethnic identity exploration counters the ill effects of oppression and colonization (Tsosie, 2003) suppressed as innate (Bourdieu, 1984;Deloria et al, 2018;DiAngelo, 2011;Kirmayer et al, 2014;Mohatt et al, 2014). Scholars claimed that ERI development might nurture positive attitudes towards school (Bakth et al, 2022) and increased sense of self and well-being for AI youths (Byrd & Legette, 2022;Hoffman et al, 2021).…”

Perspectives of Child and Adolescent Psychiatrists on the Influence of School Connectedness on American Indian Youths

“…The lack of legitimacy about Indigenous Knowledge (IK) (Brayboy & Maughan, 2009;Castagno et al, 2022) contributes to AIs experiencing cultural socialization based on a Euro-Western worldview . Cultural socialization is how parents and children convey messages about the importance of their ethnicity and race (Bakth et al, 2022;Byrd & Legette, 2022;Syed et al, 2018).…”

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Membaca Peran Teori Ekologi Bronfenbrenner dalam Menciptakan Lingkungan Inklusif di Sekolah

“…Nilai-nilai yang dapat dibangun dalam seting pendidikan inklusi ialah kepekaan pada keberagaman. Sekolah memiliki kewajiban untuk menyosialisasikan identitas etnis-rasial karena akan mendorong sikap positif terhadap orang-orang dari berbagai budaya (Byrd & Legette, 2022). Menurut (Zhang, 2019), peningkatan keragaman dalam pendidikan akan lebih efektif apabila dilakukan di sekolah.…”