Sociocultural Influences on the Sociopolitical Development of African American Youth

Abstract

Sociopolitical development (SPD) is the process by which individuals become aware of social inequality, recognize the status of their social identities, and engage in activism. For racially marginalized youth, race is an important aspect of their SPD. Yet few studies have considered the connections between racial factors and youth's SPD. In this article, we introduce an integrative model situating racial sociocultural processes (i.e., racial identity, racial socialization, and experiences of racial discrimination) within current SPD theory. In particular, we look at African American youth as a case study to discuss how sociocultural factors can contribute to youth's awareness of structures of social inequality (i.e., critical social analysis) and engagement in action against social inequality (i.e., sociopolitical action). We conclude with suggestions for research.

Black Adolescents’ Critical Reflection Development: Parents’ Racial Socialization and Attributions About Race Achievement Gaps

“…In nations that have a history of racial stratification, such as the U.S., a common aspect of parenting in families of color is racial socialization—messages that inform children's knowledge and worldviews about the importance of race, racism, and racial disparities (Hughes et al., ). According to recently proposed theory, parents’ racial socialization may contribute to adolescents’ critical reflection of race disparities (Anyiwo, Bañales, Rowley, Watkins, & Richards‐Schuster, ). Anyiwo et al.…”

“…Anyiwo et al. () posited that youths’ racial pride and preparation for bias socialization might predict youths’ sociopolitical development. For instance, the authors argue that Black adolescents’ exposure to racial pride socialization messages that highlight African American culture and the reality of social inequality might increase youths’ critical reflection of oppression.…”

“…Expanding on these ideas, we suggest that racial pride socialization messages that only highlight the successes and cultural traditions of the African American community might not be sufficient in raising youths’ critical reflection. Instead, messages that highlight the positive qualities of the African American community and that acknowledge the roles that historical and contemporary racism play in the success and well‐being of the African American community might be most effective in increasing youths’ critical reflection (Anyiwo et al., ). Although those authors did not frame youths’ critical reflection as their attributions for race achievement gaps, their theoretical arguments inform an understanding of potential associations between parents’ racial socialization messages and the ways youth come to think about and explain their racial world.…”

“…In this study, adolescents’ and parents’ reports of preparation for bias and racial pride messages were tested as predictors of changes in youths’ race gap attributions. Although researchers have identified other types of racial socialization (e.g., egalitarianism, promotion of mistrust), racial pride and preparation for bias socialization were included in this study because they are common messages in the households of Black families and have been theoretically linked with youths’ CC development (Anyiwo et al., ; Hughes et al., ). Racial pride socialization stresses the importance of racial/ethnic pride, cultural traditions, and history.…”

“…Preparation for bias educates adolescents about the reality of racial discrimination and prepares youth to respond to racial bias (see Hughes et al., for a review). Although both types of socialization practices are theorized to promote Black adolescents’ positive outcomes (e.g., academic motivation, psychological well‐being), they operate through different mechanisms, are used to achieve different goals, are communicated in different amounts, and are related to unique adolescent outcomes, including youths’ critical reflection (Anyiwo et al., ; Hughes et al., ).…”