“So, like, it’s all a mix of one”: Intersecting contexts of adolescents’ ethnic‐racial socialization

Abstract

Cultural‐ecological theories posit that ethnic‐racial identity (ERI) development is shaped by transactions between contexts of ethnic‐racial socialization, yet research considering intersections among multiple contexts is limited. In this study, Black, Latino, White, and Asian American adolescents (N = 98; Mage = 16.26, SD = 1.09; 55.1% female identifying) participated in surveys and focus group discussions (2013–2014) to share insights into ERI development in context. Using consensual qualitative research, results indicated: (a) family ethnic‐racial socialization intersects with community‐based, peer, media, and school socialization; (b) ethnic‐racial socialization occurs outside family through intersections between peer, school, community‐based, and media settings; and (c) ethnic‐racial socialization is embedded within systems of racial oppression across contexts. Discussion includes implications for future research and interventions supporting youth ERI.

Promoting adolescent adjustment by intervening in ethnic-racial identity development: Opportunities for developmental prevention science and considerations for a global theory of change

“…Adolescents are bombarded with messages regarding race and ethnicity on a daily basis in the multiple contexts in which they find themselves, including virtual and in-person experiences (Rivas-Drake & Umaña-Taylor, 2019). Youth regularly engage with messages related to race and ethnicity from media (e.g., movies, music, and social media), exchanges with their peers, interactions with their family, and experiences in society more broadly (e.g., Jones & Rogers, 2022; Sladek et al, 2022; Tynes et al, 2019). Thus, the salience of race and ethnicity for adolescents in the United States makes this an important social identity on which young people are focused and trying to understand as they are questioning and exploring their identities and trying to gain a sense of clarity regarding who they are who they can become.…”

Peer ethnic/racial socialization in adolescence: Current knowledge and future directions

“…The study identified processes that have been established by the existing ERS literature, such as discussing ethnic/racial issues, having ethnic food, and engaging in cultural activities together with peers. However, the study also identified processes that are unique to peer groups, such as affiliating with peers from same‐ and diverse ethnic/racial groups, learning about peers' ethnic/racial identity and attitudes, and interacting with peers on social media (Sladek et al, 2022). These processes have not yet been captured by existing peer ERS measures or quantitative research, suggesting that more work is needed to systematically investigate the construct of peer ERS.…”

“…Beyond the question of what peers are doing around issues of ethnicity/race, another key issue for understanding peer ERS is to identify who actually performs these socialization practices. The existing research has considered peers in a relatively aggregated form, either asking participants to reflect on ERS from peers generally (Golden et al, 2021; Nelson et al, 2018; Sladek et al, 2022) or from their friends (Chen et al, 2020; Lesane‐Brown et al, 2005; Su et al, 2020; Wang et al, 2015). Below, we highlight a few peer characteristics that may be important to consider when examining the nature of peer ERS and its influence on adolescent outcomes.…”

“…On the one hand, close friends may have more opportunities to interact with adolescents on a daily basis and therefore socialize adolescents about ethnicity/race to a greater extent (Lesane- Brown et al, 2005;Wang et al, 2015). However, qualitative research suggests that classmates and schoolmates can also engage in activities that celebrate one's ethnic/ racial heritage in class, during lunchtime, and in extracurricular activities (DeCuir-Gunby et al, 2012;Sladek et al, 2022). It is possible that more distal peers (e.g., classmates and schoolmates) practice ERS less regularly than one's close friends, but when they do so, they may play a more influential role for youth to learn about others' perceptions of their ethnicity/race and cultural heritage (e.g., public regard).…”

Police Stops and School Engagement: Examining Cultural Socialization From Parents and Schools as Protective Factors Among African American Adolescents

“…Finally, most studies examining ethnic-racial socialization have focused on parents; however, adolescents spend a significant amount of time in school and tend to gravitate toward school adults (e.g., teachers, coaches) for socio-emotional support (Roeser et al, 2000). Hence, school adults may represent additional agents of ethnic-racial socialization (Byrd, 2015; Sladek et al, 2022).…”