Black Americans’ racial socialization experiences and beliefs about White people’s interracial motives.

2021 ◽  
Author(s):  
Katherine L. Swerbenski ◽  
Christina B. Fitzpatrick ◽  
Jonathan W. Kunstman
Keyword(s):  
Racial Socialization ◽  
Black Americans

LEARNING RACE, SOCIALIZING BLACKNESS

2010 ◽  
Vol 7 (1) ◽  
pp. 185-217 ◽  
Author(s):  
Shayla C. Nunnally
Keyword(s):  
World War Ii ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Racial Socialization ◽  
Generational Differences ◽  
Black Americans ◽  
Value Orientations ◽  
Probit Regression ◽  
National Politics ◽  
Post Civil Rights

AbstractContemporary discourse about Black Americans questions the loyalties of younger Blacks to the advancement of the Black racial group. This discourse often compares the commitment of Black Americans who came of age during the Civil Rights Movement era to those who came of age during the post-Civil Rights Movement era. Fueling this discourse is a working assumption that somehow younger Black Americans have a different understanding about race and its role in Blacks' political interests. This begs the question whether there are generational differences in the ways that Black Americans learn about race, or racial socialization, perhaps with implications for distinct value orientations about Black politics. Using public opinion data from an original survey, the 2007 National Politics and Socialization Survey (NPSS), this paper compares the racial socialization experiences of four generations of Black Americans—(1) World War II generation (age 67 and older, born in and before 1940); (2) civil rights generation (ages 54–66, born 1953–1941); (3) mid-civil rights generation (ages 43–53, born 1964–1954); and (4) post-civil rights generation Black Americans (age 42 and under, born 1965 and after). Results of ordered probit regression analyses indicate minimal generational differences. Differences emerge in emphases on racial socialization messages about Black public behavior, Black intraracial relations, Black interracial relations, and composite factor loadings of Black consciousness and Black protectiveness messages.

Why Don’t More Black Americans Offend? Testing a Theory of African American Offending’s Ethnic-Racial Socialization Hypothesis

2017 ◽  
Vol 8 (4) ◽  
pp. 366-395 ◽  
Author(s):  
Shytierra Gaston ◽  
Elaine Eggleston Doherty
Keyword(s):  
African American ◽  
African Americans ◽  
Racial Socialization ◽  
Black Americans ◽  
Adolescent Delinquency ◽  
Adolescent Substance ◽  
School Bonds ◽  
Crime Types ◽  
Using Data ◽  
Prospective Longitudinal

Criminology is replete with research on the correlates of African American offending, yet theorizing efforts have lagged. Unnever and Gabbidon recently proposed a Theory of African American Offending, an integrated explanation of African Americans’ risks for and resilience to offending. Many of the theory’s hypotheses remain untested, especially its major claim that positive ethnic-racial socialization is the main reason more Black Americans do not offend. The theory argues that positive ethnic-racial socialization inhibits African American offending by attenuating the criminogenic effect of weak social bonds. Using data from a prospective, longitudinal cohort of African Americans from the Woodlawn Project, we test whether these postulations hold for adolescent delinquency and adult offending and find general support: Positive ethnic-racial socialization buffers the effect of weak school bonds on adolescent substance use and adult offending for males, but not females, across most crime types. Advancing criminological discourse on race, offending, and resilience, this study has implications for broader criminological theorizing and crime-reduction efforts.

scholarly journals Hands Up, Now What?: Black Families’ Reactions to Racial Socialization Interventions

2020 ◽  
Vol 15 (5) ◽  
pp. 93-109
Author(s):  
Riana Elyse Anderson ◽  
Isha Metzger ◽  
Kimberly Applewhite ◽  
Broderick Sawyer ◽  
William Jackson ◽  
...  
Keyword(s):  
Mental Health ◽  
Racial Socialization ◽  
Black Americans ◽  
Black Families ◽  
Black Communities ◽  
Family Learning ◽  
Predominantly Black ◽  
Protective Mechanisms ◽  
Psychological Wellness ◽  
Racial Stress

Given the heightened national attention to negative race-related issues and the subsequent community solution-oriented outcry (e.g., Black Lives Matter movement), it is crucial to address healing from racial discrimination for Black Americans. Clinical and community psychologists have responded by developing and implementing programs that focus on racial socialization and psychological wellness, particularly given disproportionate issues with utilization, access, and the provision of quality services within urban and predominantly Black communities. The aim of this article is to describe 2 applied programs (Engaging, Managing, and Bonding through Race and Family Learning Villages), which seek to address and heal racial stress through crucial proximal systems—families and schools—and to highlight participant reactions. These programs offer solutions through strengths-based and participatory approaches which draw from Black Americans’ own protective mechanisms related to improved mental health. We conclude with a discussion on practice, assessments, and models specific to racial stress for researchers, practitioners, and consumers of mental health services.

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