Racial identity, racial attitudes, and race socialization among Black Canadian parents.

2008 ◽  
Vol 40 (3) ◽  
pp. 129-139 ◽  
Author(s):  
Richard N. Lalonde ◽  
Janelle M. Jones ◽  
Mirella L. Stroink
Keyword(s):  
Racial Identity ◽  
Racial Attitudes ◽  
Race Socialization ◽  
Black Canadian

scholarly journals Parents’ perception of raising healthy Black children

2021 ◽  
Author(s):  
Patricia Hall
Keyword(s):  
Racial Identity ◽  
Critical Race Theory ◽  
Learning Environment ◽  
Racial Socialization ◽  
Early Learning ◽  
Structured Interviews ◽  
Healthy Development ◽  
Children's Home ◽  
Black Canadian ◽  
The Impact

The early learning environment is important in the development of racial identity for Black and bi-racial children as this may be the first environment outside of the children’s home environment where they learn about themselves and others. Through semi-structured interviews this qualitative research explores five Black Canadian mothers’ racial socialization practices and perceptions of how their children’s racial identity is being represented in the early learning environment. Employing a constructivist framework and Critical Race Theory (CRT) four overarching themes were identified: “racial socialization behaviours connected to Black identity”, “parents using racial socialization to combat racism”, “lack of resources supporting racial identity”, and “diversity of teachers, authority belongs to everybody”. The mothers in this study employed racial socialization behaviours to buffer against the impact of racism in order to support the healthy development of their children.

scholarly journals Parents’ perception of raising healthy Black children

2021 ◽  
Author(s):  
Patricia Hall
Keyword(s):  
Racial Identity ◽  
Critical Race Theory ◽  
Learning Environment ◽  
Racial Socialization ◽  
Early Learning ◽  
Structured Interviews ◽  
Healthy Development ◽  
Children's Home ◽  
Black Canadian ◽  
The Impact

The early learning environment is important in the development of racial identity for Black and bi-racial children as this may be the first environment outside of the children’s home environment where they learn about themselves and others. Through semi-structured interviews this qualitative research explores five Black Canadian mothers’ racial socialization practices and perceptions of how their children’s racial identity is being represented in the early learning environment. Employing a constructivist framework and Critical Race Theory (CRT) four overarching themes were identified: “racial socialization behaviours connected to Black identity”, “parents using racial socialization to combat racism”, “lack of resources supporting racial identity”, and “diversity of teachers, authority belongs to everybody”. The mothers in this study employed racial socialization behaviours to buffer against the impact of racism in order to support the healthy development of their children.

Racial Attitudes: A Mediator Between Racial Identity and Counselor Preferences

2006 ◽  
Author(s):  
Tara M. Ferguson ◽  
Mark M. Leach ◽  
Jacob J. Levy ◽  
Bonnie C. Nicholson
Keyword(s):  
Racial Identity ◽  
Racial Attitudes ◽  
Counselor Preferences

Implications of Racial Identity

2017 ◽  
Author(s):  
Natalie Masuoka
Keyword(s):  
Racial Identity ◽  
Racial Attitudes ◽  
Group Identity ◽  
Political Attitudes ◽  
Public Policies ◽  
Racial Formation ◽  
Political Attitude ◽  
The Political ◽  
Attitude Development

This chapter compares the political attitudes of multiracial-identified individuals to those of whites, blacks, and Latinos. It begins by offering three different arguments that explain the political attitude development of multiracial individuals, which are labeled assimilation, racial formation, and group identity. The chapter compares attitudes of the four groups on measures of racial attitudes, partisanship, and public policies. The chapter also considers how multiracial attitudes might differ depending on the multiracial respondent’s racial combination (e.g., white-black vs. white-Asian) and assesses the extent to which there exists attitudinal variation within the multiracial population when accounting for multiracial respondents’ described racial combination.

Racial Identity and Racial Attitudes Among White Americans

2019 ◽  
pp. 217-238 ◽  
Author(s):  
Matthew O. Hunt ◽  
Ashley V. Reichelmann
Keyword(s):  
Racial Identity ◽  
Social Life ◽  
Racial Attitudes ◽  
Social Inequalities ◽  
General Social Survey ◽  
The United States ◽  
Research Literature ◽  
White Americans ◽  
Five Dimensions ◽  
Theory Project

This chapter explores how five dimensions of white racial identity are associated with one another and with white Americans’ racial attitudes. Drawing on data from the 2014 General Social Survey Identity Module, we first examine the relationships among five aspects of whites’ racial identities: prominence, salience, private self-regard, public self-regard, and verification. We then examine the implications of these aspects of racial identity for whites’ reported and preferred distance from, stereotypes about, and support for policies designed to benefit black Americans. In so doing, we contribute to the long-standing identity theory project of demonstrating how identities shape other elements of social life, including the construction and maintenance of social inequalities. We also contribute to the growing research literature on “whiteness” and its implications for intergroup relations in the United States.

Influences on Counselor Race Preferences: Distinguishing Black Racial Attitudes From Black Racial Identity

2008 ◽  
Vol 36 (2) ◽  
pp. 66-76 ◽  
Author(s):  
Tara M. Ferguson ◽  
Mark M. Leach ◽  
Jacob J. Levy ◽  
Bonnie C. Nicholson ◽  
James D. Johnson
Keyword(s):  
Racial Identity ◽  
Racial Attitudes ◽  
Black Racial Identity

Racial Socialization Practices Among White American Parents: Relations to Racial Attitudes, Racial Identity, and School Diversity

2018 ◽  
Vol 39 (16) ◽  
pp. 3903-3930 ◽  
Author(s):  
Jenna Kelley Zucker ◽  
Meagan M. Patterson
Keyword(s):  
Racial Identity ◽  
Racial Discrimination ◽  
Racial Socialization ◽  
Racial Attitudes ◽  
Racial Bias ◽  
Racial Diversity ◽  
Racial Group ◽  
White American ◽  
School Diversity ◽  
White Parents

This study examines racial socialization practices among White American parents ( N = 154) of children aged 8 to 12 years, using both quantitative and qualitative measures, as well as the relations of racial attitudes, racial identity, and racial diversity of the schools that children attend to socialization practices. Responses on the qualitative socialization measure indicate that White parents are generally unlikely to discuss race or racism with their children in a direct, explicit fashion, even when the parents are responding to a situation in which racial bias is clear and salient. Parents with less biased racial attitudes were more likely to engage in color-conscious racial socialization and to present socialization messages that emphasized egalitarianism and the existence of racial discrimination. School diversity was generally unrelated to parents’ racial socialization strategies, with the exception of messages about preparation for bias against one’s own racial group.

White on Black

2011 ◽  
Vol 42 (8) ◽  
pp. 1195-1230 ◽  
Author(s):  
Darron T. Smith ◽  
Brenda G. Juarez ◽  
Cardell K. Jacobson
Keyword(s):  
Racial Identity ◽  
White Supremacy ◽  
Black Children ◽  
Adoptive Parents ◽  
Race And Racism ◽  
Racial Hierarchy ◽  
Historical Structures ◽  
Race Socialization ◽  
Close Analysis ◽  
Depth Interviews

In this article, the authors examine White parents’ endeavors toward the racial enculturation and inculcation of their transracially adopted Black children. Drawing on in-depth interviews, the authors identify and analyze themes across the specific race socialization strategies and practices White adoptive parents used to help their adopted Black children to develop a positive racial identity and learn how to effectively cope with issues of race and racism. The central aim of this article is to examine how these lessons about race help to connect family members to U.S. society’s existing racial hierarchy and how these associations position individuals to help perpetuate or challenge the deeply embedded and historical structures of White supremacy. The authors use the notion of White racial framing to move outside of the traditional arguments for or against transracial adoption to instead explore how a close analysis of the adoptive parents’ racial instructions may serve as a learning tool to foster more democratic and inclusive forms of family and community.

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