Interrogating parenting and intergenerational relationships within national and transnational contexts

This introduction provides an overview of contemporary debates related to parenting and intergenerational relationships within national and transnational contexts. Its aim is to further the dialogue on contemporary family life in the 21st century. This special sub-section furthers our understanding of contemporary family life by situating the featured articles within debates on social inequality and social mobility; the intersections of globalization, education, and social inequality; racial and ethnic socialization; and the diversity of migrant families’ multi-local experiences. As such, this introduction – in conjunction with the featured articles – encourages readers to consider the connections between the broader changes taking place in contemporary social life and their impact on the practical and symbolic aspects of family life.

Ethnic Socialization, Ethnic Identity, and Self-Esteem in Chinese Mulao Adolescents

We examined the associations and likely pathways between ethnic socialization, ethnic identity, and self-esteem among junior high school students of Chinese Mulao ethnic minority. A total of 469 Mulao students (220 boys and 249 girls) completed the Ethnic Socialization Measurement revised by Yin et al. (2016), the Revised Multigroup Ethnic Identity Measure (MEIM-R) by Roberts et al. (1999), and Rosenberg’s Self-esteem Scale (Chinese Version) by Wang et al. (1999). The main results indicated that adolescents who perceived more promotion of harmony messages tended to report stronger ethnic identity and higher self-esteem. Adolescents who perceived cultural socialization displayed stronger ethnic identity and higher self-esteem, while the promotion of distrust messages was negatively associated with self-esteem. Multiple-group analysis revealed that the relationships were stable across gender, parental education, but varied significantly across students’ grade. These findings emphasize the important role of positive ethnic socialization messages in adolescents’ ethnic identity and self-esteem. In addition, it is also important that we pay attention to negative ethnic socialization messages and consider their grade when communicating ethnic information with adolescents. Finally, our results are analyzed and notable suggestions are presented for ethnic family education.

Racial/Ethnic Socialization and Faith

Although racial-ethnic socialization (RES) within the African American communities includes faith/spirituality, Christian social workers have not explored this relationship in ways that explicitly integrate the two. As a result, we have limited understanding of how Christian social workers can foster a holistic sense of self that integrates Christian and racial/ethnic identities to foster empowerment and liberation possibilities among black/African American youth. Drawing on literature related to RES and faith/spirituality, we argue that Christians social workers can integrate the process of faith development, with an explicit focus on Black liberation theology, with RES to promote psychological and spiritual liberation to foster self-worth and dignity of black youth to promote their positive development. This paper provides a review of the literature on racial/ethnic socialization. A discussion of how the Black church and liberation theology along with black history positively shapes racial identity and preparation to resist racism. We conclude with some practice and research recommendations

MODEL OF NATIONAL EDUCATION OF THE STUDENTS IN THE REPUBLIC OF KAZAKHSTAN

The article, proceeding from the social and cultural realities of modern Kazakhstan as a multinational state, actualizes the problem of national education of the students, which is aimed at the development of the national consciousness of a person. The author presents the new model of national education developed by a number of scientists from the Abai Kazakh National Pedagogical University. The components of this model are treated in the context of its three most important elements: ethnic, civil, and nationwide. The significance and content of each component, as well as the main methodological provisions, on which the authors rested in the course of its development, are substantiated. A feature of this model is that it involves the purposeful work on the development of the national consciousness of the students from their ethnic socialization and identification withinВЕСТНИК КазНПУ им. Абая, серия «Педагогические науки», the civil, and from it to the nationwide one focused on the formation of an intellectual and competitive nation