Supplemental Material for School Ethnic–Racial Socialization and Adolescent Ethnic–Racial Identity

2021 ◽  
Author(s):  
Patricia Hall

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.


2015 ◽  
Vol 64 (2) ◽  
pp. 278-290 ◽  
Author(s):  
Shauna M. Cooper ◽  
Ciara Smalls-Glover ◽  
Isha Metzger ◽  
Charity Griffin

2021 ◽  
Author(s):  
Patricia Hall

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.


2020 ◽  
pp. 009579842097138
Author(s):  
Sahitya Maiya ◽  
Gustavo Carlo ◽  
Antoinette M. Landor ◽  
Madison K. Memmott-Elison

Scholars have long asserted the importance of studying cultural socialization processes predicting prosocial behaviors, but studies on this topic among Black young adults are rare. The current study examined the mediating roles of ethnic-racial identity and religious identity in associations between ethnic-racial socialization and prosocial behaviors among Black young adults. Participants consisted of 208 Black young adults ( Mage = 19.90 years, SDage = 1.62, 73.6% women) from universities across the United States, who reported on their ethnic-racial socialization, ethnic-racial identity, religious identity, and prosocial behaviors. Mediation analyses showed that ethnic-racial identity and religious identity mediated the relation between ethnic-racial socialization and prosocial behavior. Our findings highlight the ways in which cultural socialization and identity processes foster prosocial behaviors among Black young adults. Discussion focuses on a culturally grounded and strengths-based understanding of prosocial development among Black young adults.


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