scholarly journals The relationship between neighborhood racial composition and African American parents’ racial socialization

2020 ◽  
Author(s):  
Fatima A. Varner ◽  
Jelani Mandara ◽  
Lorraine E. Scott ◽  
Carolyn B. Murray
Keyword(s):  
African American ◽  
Racial Socialization ◽  
Racial Composition ◽  
African American Parents ◽  
The Relationship ◽  
Neighborhood Racial Composition

The relationship between parental modeling, eating patterns, and dietary intake among African-American parents

2001 ◽  
Vol 101 (5) ◽  
pp. 535-541 ◽  
Author(s):  
TIFFANY TIBBS ◽  
DEBRA HAIRE-JOSHU ◽  
KENNETH B SCHECHTMAN ◽  
ROSS C BROWNSON ◽  
MARILYN S NANNEY ◽  
...  
Keyword(s):  
African American ◽  
Dietary Intake ◽  
African American Parents ◽  
Eating Patterns ◽  
Parental Modeling ◽  
The Relationship

Racial Socialization and Racial Identity: African American Parents’ Messages About Race as Precursors to Identity

2008 ◽  
Vol 38 (2) ◽  
pp. 189-203 ◽  
Author(s):  
Enrique W. Neblett ◽  
Ciara P. Smalls ◽  
Kahlil R. Ford ◽  
Hòa X. Nguyên ◽  
Robert M. Sellers
Keyword(s):  
African American ◽  
Racial Identity ◽  
Racial Socialization ◽  
African American Parents

What should young Black children know about race? Parents of preschoolers, preparation for bias, and promoting egalitarianism

2016 ◽  
Vol 16 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Fabienne Doucet ◽  
Meeta Banerjee ◽  
Stephanie Parade
Keyword(s):  
African American ◽  
Social Class ◽  
African Americans ◽  
Qualitative Study ◽  
Middle Class ◽  
Racial Socialization ◽  
Black Children ◽  
Early Years ◽  
African American Parents ◽  
Common Content

This qualitative study of 26 African American parents and caregivers of preschool children sought to address gaps in the current literature by exploring how the intersection of parents’ racism experiences and social class may play a role in race-related socialization during the early years. Analysis of narrative interviews revealed that egalitarianism surfaced as the most common content of racial socialization (ethnic-racial socialization) messages. We also found that preparation for bias emerged as qualitatively different for the working- and middle-class African Americans, however, and thus, we argue that the ways in which working- and middle-class African American parents of preschoolers made sense of their experiences with racism and discrimination were different and that this shaped their preparation for bias messages differently. To provide a contrast for illustrating this argument, we detail working- and middle-class participants’ use of egalitarianism messages in relationship to their stories about racism, proposing here that parents may have been attuning to their young children’s developmental stage when deciding which messages to promote.

Racial Socialization, Racial Identity, and Race-Related Stress of African American Parents

2010 ◽  
Vol 18 (4) ◽  
pp. 407-412 ◽  
Author(s):  
Anita Jones Thomas ◽  
Suzette L. Speight ◽  
Karen M. Witherspoon
Keyword(s):  
African American ◽  
Racial Identity ◽  
Racial Socialization ◽  
African American Parents ◽  
Related Stress ◽  
Race Related Stress

scholarly journals Profiles of Racial Socialization Among African American Parents: Correlates, Context, and Outcome

2010 ◽  
Vol 20 (4) ◽  
pp. 491-502 ◽  
Author(s):  
Margaret O’Brien Caughy ◽  
Saundra Murray Nettles ◽  
Julie Lima
Keyword(s):  
African American ◽  
Racial Socialization ◽  
African American Parents

scholarly journals The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents’ Achievement Outcomes

2018 ◽  
Vol 7 (10) ◽  
pp. 208 ◽  
Author(s):  
Meeta Banerjee ◽  
Christy Byrd ◽  
Stephanie Rowley
Keyword(s):  
African American ◽  
Racial Socialization ◽  
Academic Outcomes ◽  
African American Adolescents ◽  
Risk And Resilience ◽  
School Students ◽  
Related Factors ◽  
School Based ◽  
Achievement Outcomes ◽  
The Relationship

Schools provide a place of learning for adolescents and can be considered safe havens. However, in some cases, African American adolescents are subjected to discrimination by peers and teachers, which can impact their own academic engagement and abilities. Applying a risk and resilience framework, the present study examined the relationship between adolescents’ perceptions of school-based discrimination and academic outcomes in a sample of African American middle school students. Adolescents’ reports of perceived school-based discrimination and racial socialization were identified as predictors of academic outcomes (i.e., academic persistence, academic self-efficacy, and academic self-concept). The study also investigated whether racial socialization moderated the relationship between school-based discrimination and achievement outcomes. The study sample comprised 74 African American adolescents (49% female) and one of their parents. Hierarchical regressions showed that racial discrimination by peers was negatively related to academic outcomes. Furthermore, we found that dimensions of racial socialization buffered the effects of school-based discrimination on academic outcomes. Implications for the importance of investigating race-related factors in the academic outcomes of African American youth will be discussed.

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