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

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

African American Fathers' Racial Socialization Patterns: Associations with Racial Identity Beliefs and Discrimination Experiences

2015 ◽  
Vol 64 (2) ◽  
pp. 278-290 ◽  
Author(s):  
Shauna M. Cooper ◽  
Ciara Smalls-Glover ◽  
Isha Metzger ◽  
Charity Griffin
Keyword(s):  
African American ◽  
Racial Identity ◽  
Racial Socialization ◽  
African American Fathers

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.

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