A 21st Century Take on Racial-Ethnic Socialization: Patterns of Competency and Content among Diverse Parents of Color

N. Keita Christophe, Gabriela Livas Stein, Lisa Kiang, Natasha C. Johnson, Shawn C. T. Jones, Howard C. Stevenson, Nkemka Anyiwo and Riana E. Anderson
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N. Keita Christophe: Department of Psychology, Wake Forest University, Winston-Salem, NC 27109, USA
Gabriela Livas Stein: Department of Psychology, University of North Carolina at Greensboro, Greensboro, NC 27412, USA
Lisa Kiang: Department of Psychology, Wake Forest University, Winston-Salem, NC 27109, USA
Natasha C. Johnson: School of Public Health, University of Michigan-Ann Arbor, Ann Arbor, MI 48109, USA
Shawn C. T. Jones: Department of Psychology, Virginia Commonwealth University, Richmond, VA 23284, USA
Howard C. Stevenson: Graduate School of Education, University of Pennsylvania, Philadelphia, PA 19104, USA
Nkemka Anyiwo: Graduate School of Education, University of Pennsylvania, Philadelphia, PA 19104, USA
Riana E. Anderson: School of Public Health, University of Michigan-Ann Arbor, Ann Arbor, MI 48109, USA

Social Sciences, 2022, vol. 11, issue 2, 1-20

Abstract: Racial-ethnic socialization is a process where parents pass beliefs and behaviors to their children, including critical reflections on race and racism. Currently, it is not well known across racial/ethnic groups in the U.S how parents’ socialization competency (confidence, skills, and stress surrounding the delivery of racial-ethnic socialization) coalesces with the frequency with which they deliver different types of socialization messages (socialization content). The current study utilizes latent profile analysis to examine racial-ethnic socialization content and competency patterns among 203 Black, 194 Latinx, and 188 Asian American parents ( n = 585, M age = 44.46, SD = 9.14, 59.70% mothers) with children 10–18 years old ( M age = 14.30, SD = 2.49, 50.3% female). Furthermore, we relate profiles to sociodemographic and relevant factors posited to impact socialization competency and content delivery, namely, discrimination and critical consciousness dimensions (reflection, motivation, action). We observed three parental profiles: Less Prepared Stressed Low Frequency (LPSLF; n = 285), Prepared Low Stress Frequent (PLSF; n = 204), and Prepared Stressed Frequent (PSF; n = 96) socializers. Profile differences emerged on parental and youth sociodemographic factors, lifetime discrimination exposure, and each parental critical consciousness dimension. This study lays a foundation for the combined study of racial-ethnic socialization competence and content in diverse groups, a practice crucial to understanding 21st century parenting.

Keywords: racial-ethnic socialization; critical consciousness; competency; latent profile analysis (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2022
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