The Role of Ethnic Identity in Interventions to Promote Positive Adolescent Development

This paper addresses the role of ethnic identity in child development. We report on two school-based interventions with a focus on strengthening the ethnic identity of girls, one with a Hispanic population and one with an African American population. We also report on a study investigating whether parental ethnic identity plays a mediating role in African American parenting styles. The results of each study were non-significant in relation to their specific hypotheses regarding ethnic identity. We discuss the implications of these non-significant findings, particularly given that the two interventions were conducted in minority-majority communities

The Role of Ethnic Identity in Interventions to Promote Positive Adolescent Development

This paper addresses the role of ethnic identity in child development. We report on two school-based interventions with a focus on strengthening the ethnic identity of girls, one with a Hispanic population and one with an African American population. We also report on a study investigating whether parental ethnic identity plays a mediating role in African American parenting styles. The results of each study were non-significant in relation to their specific hypotheses regarding ethnic identity. We discuss the implications of these non-significant findings, particularly given that the two interventions were conducted in minority-majority communities

Hands Up, Now What?: Black Families’ Reactions to Racial Socialization Interventions

Given the heightened national attention to negative race-related issues and the subsequent community solution-oriented outcry (e.g., Black Lives Matter movement), it is crucial to address healing from racial discrimination for Black Americans. Clinical and community psychologists have responded by developing and implementing programs that focus on racial socialization and psychological wellness, particularly given disproportionate issues with utilization, access, and the provision of quality services within urban and predominantly Black communities. The aim of this article is to describe 2 applied programs (Engaging, Managing, and Bonding through Race and Family Learning Villages), which seek to address and heal racial stress through crucial proximal systems—families and schools—and to highlight participant reactions. These programs offer solutions through strengths-based and participatory approaches which draw from Black Americans’ own protective mechanisms related to improved mental health. We conclude with a discussion on practice, assessments, and models specific to racial stress for researchers, practitioners, and consumers of mental health services

Differentiating competency from content: Parental racial socialization profiles and their associated factors

For Black parents, the racial socialization (RS) process represents a critical parenting practice. Although the field has historically focused on the content of parents’ RS, it is also important to consider caregivers’ perception of their competence to effectively teach their children to navigate their racialized world. The present study investigated patterns of RS by exploring 332 Black caregivers’ report of both content and competency. Using Latent Profile Analysis (LPA), we identified three profiles of RS: Multifaceted & More Competent (MMC), Unengaged & Moderately Competent (UModC), and Negative, Stressed, & Less Competent (NSLC). Additionally, we explored the role of several previously established correlates of parental RS, including sociodemographic factors (i.e., age, gender, and socioeconomic status), caregiving status (e.g., mother, father, and aunt), and parents’ race-related experiences (i.e., history of RS, racial identity, and experiences with racial discrimination). Generally, the NSLC profile consisted of caregivers who were younger than those in the other two profiles, while those in the UModC profile tended to have younger children, relatively. Interestingly, caregivers in the UmodC profile reported receiving significantly less RS in childhood and experienced less racial discrimination than those in the other two profiles. Numerous differences were found across profiles for dimensions of racial identity. The emergence of these varied profiles, as well as the identification of factors that differentiated them, extends our understanding of RS and highlights the importance of considering parents’ notions of feeling confident, skillful, and less stressed as they navigate such a vital developmental process for their children.ResumenPara los padres negros, el proceso de socialización racial (SR) representa una práctica fundamental de crianza. Aunque esta área históricamente se ha centrado en el contenido de la SR de los padres, también es importante tener en cuenta la percepción que tienen los cuidadores de su competencia para enseñarles eficazmente a sus hijos a orientarse en su mundo racializado. En el presente estudio se investigaron los patrones de SR analizando el informe de 332 cuidadores negros sobre contenido y competencia. Utilizando el análisis de perfiles latentes (APL), identificamos tres perfiles de SR: polifacéticos y más competentes (PMC), no comprometidos y moderadamente competentes (NCModC) y negativos, menos competentes y estresados (NMCE). Además, analizamos el papel que juegan varias correlaciones de SR de los padres previamente establecidas, incluidos los factores sociodemográficos, (p. ej., la edad, el género y la situación socioeconómica), la situación de cuidado (p. ej.: la madre, el padre, la tía) y las experiencias de los padres relacionadas con la raza (p. ej., los antecedentes de SR, la identidad racial, y las experiencias con la discriminación racial). Generalmente, el perfil NMCE estuvo compuesto por cuidadores que eran más jóvenes que los de los otros dos perfiles, mientras que los del perfil NCModC fueron propensos a tener hijos más pequeños, relativamente. De modo interesante, los cuidadores del perfil NCModC informaron haber recibido una SR considerablemente menor en la niñez y sufrieron menos discriminación racial que los de los otros dos perfiles. Se encontraron numerosas diferencias entre los perfiles con respecto a las dimensiones de identidad racial. El surgimiento de estos perfiles variados, así como la identificación de los factores que los diferenciaron, amplían nuestra comprensión de la SR y destacan la importancia de tener en cuenta las intenciones de los padres de sentirse seguros, habilidosos y menos estresados a medida que transitan este proceso tan fundamental del desarrollo para sus hijos.摘要对于黑人家长而言，让孩子接受种族概念的社会化过程代表着一种重要的育儿实践。尽管该领域历来关注父母的种族社会化（RS）内容，但照顾孩子的群体如何看待他们自己是否能有效地教孩子们在种族不平等的世界里的生存能力也很重要。本研究通过探究332名黑人照顾者报告的内容和报告的能力的调查，来调查RS模式。利用潜质分析(Latent Profile Analysis, LPA)，我们发现了三个特征:多面且更胜任(MMC)、不投入且胜任力中等(UModC)和消极、胜任力不够且有压力(NSLC)。此外，我们还探讨了一些以往确定的父母RS相关因素的作用，包括社会人口因素(如年龄、性别和社会经济地位)、照料地位(如母亲、父亲、婶婶)和父母的种族相关经历(如RS历史、种族身份和种族歧视经历)。一般来说，NSLC组的看护人比其他两组的看护人年轻，而UModC组的看护人的孩子相对较小。有趣的是，与其他两组相比，UmodC组的看护人在儿童时期得到的RS明显更少，遭受的种族歧视也更少。在种族认同的各个维度上发现了许多差异。这些不同的人员背景的出现，以及区分它们的因素的识别，扩展了我们对RS的理解，并强调了在父母引导孩子的重要发展过程中，有必要考虑父母们感到自信、有能力和压力较小的观念的重要性。Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/172961/1/famp12699.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/172961/2/famp12699_am.pd

What’s Race Got to Do With It? Racial Socialization’s Contribution to Black Adolescent Coping

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/152709/1/jora12440_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/152709/2/jora12440.pd

Having the talk when our little ones just learned to walk: Racial socialization with young children in contemporary times

The world as we knew it changed abruptly in 2020. Whether due to the novel coronavirus disease (COVID‐19), or subsequent events, including the murder of George Floyd, the election of Joseph Biden and Kamala Harris, or the US Capital Insurrection, racialized events became a focal point for families who found themselves gathering together much more frequently due to government encouraged stay‐at‐home mandates. Caregivers across races and developmental ages began asking themselves the same question: how can I talk to my child about race? Here, we seek to provide psychoeducation around racial socialization, or the ways we have ‘The Talk’ to our children about race and racism, along with practical strategies to be competent in these conversations with young children in particular. Three steps for parents, including unpacking racial beliefs, practicing with supportive others, and utilizing media to enhance The Talk with children are advanced. We conclude by considering the future as a guidepost by which we can measure our hopes and successes of raising children in a racism‐free society.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/171818/1/icd2276.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/171818/2/icd2276_am.pd

African American emerging adults? experiences with racial discrimination and drinking habits: The moderating roles of perceived stress

Objectives: Despite the abundance of research aimed at quantifying the impact of racism on the mental and physical health of African Americans, results remain inconclusive largely because of challenges with operationalization, as well as conflation with the concept of racial discrimination, which may be more readily assessed. The purpose of the current study was to: (a) determine whether racial discrimination had an impact on the degree of alcohol use and binge drinking among African American emerging adults, and if so, (b) determine whether perceived stress linked to racially discriminatory experiences moderated these associations. Method: We used a series of hierarchical regressions to examine associations among racial discrimination, perceived stress, and degree of alcohol consumption in a sample of African American emerging adults in the southeast (n = 235). Results: We found that the association between racial discrimination and degree of alcohol consumption (alcohol use and binge drinking) was strongest among individuals who reported greater levels of perceived stress linked to racial discrimination experiences. This association, however, was not significant for individuals who reported lower levels of perceived stress in response to racial discrimination. Conclusions: African Americans who experience a high degree of perceived stress in response to experiences with racial discrimination may be at greater risk for problem drinking than their peers with less perceived stress. These findings highlight the need for novel intervention efforts aimed at mitigating the effects of stress and racial discrimination on health outcomes