ERIC Number: EJ1051778
Record Type: Journal
Publication Date: 2014-Jul
Abstractor: As Provided
Racial/Ethnic Socialization and Identity Development in Black Families: The Role of Parent and Youth Reports
Peck, Stephen C.; Brodish, Amanda B.; Malanchuk, Oksana; Banerjee, Meeta; Eccles, Jacquelynne S.
Developmental Psychology, v50 n7 p1897-1909 Jul 2014
Racial/ethnic (R/E) socialization is widely practiced in R/E minority families. However, only recently have models been developed to understand how parents' R/E socialization messages influence adolescent development. The primary goal of the present study was to clarify and extend existing work on R/E socialization in African American (Black) families by distinguishing between parent and youth reports of parents' R/E socialization messages and examining the extent to which adolescents and their parents agree about these socialization messages. In addition, we tested a theoretical model in which parent-reported R/E socialization messages have an indirect effect on the development of youth R/E identity through youth reports of their parents' R/E socialization messages. Using a combination of open- and close-ended data from a longitudinal study of self-identified Black adolescents and their parents, we found statistically significant parent-youth agreement about whether parents send both general R/E socialization messages and, for daughters, specific R/E socialization messages. R/E socialization messages focused on promoting cultural pride and history were associated positively with R/E identity development, whereas messages focused on preparing youth for discrimination tended to be unrelated to R/E identity development. The results largely supported the hypothesis that parent reports of parents' R/E socialization messages are related indirectly to the development of adolescent R/E identity via youth reports of parents' R/E socialization messages.
Descriptors: Racial Factors, Ethnicity, Socialization, Identification (Psychology), African Americans, Parent Role, Minority Groups, Parent Influence, Adolescent Development, Models, Longitudinal Studies, Statistical Analysis, African American Culture, African American History, Social Bias, Hypothesis Testing, Grade 7, Grade 8, Grade 11, Interviews, Questionnaires, Socioeconomic Status, Social Discrimination, Gender Differences, Cultural Influences
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: firstname.lastname@example.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8; Grade 11; High Schools
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Maryland
Grant or Contract Numbers: R01 HD33437; R01 HD048970; R01 HD068298