Academic socialization, parental educational expectations, and academic selfâ efficacy among Latino adolescents

This study examined the direct association between parental educational expectations and adolescentsâ academic selfâ efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parentâ adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic selfâ efficacy and perceptions of their parentsâ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parentsâ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic selfâ efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/148265/1/pits22239_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/148265/2/pits22239.pd

Black Adolescentsâ Critical Reflection Development: Parentsâ Racial Socialization and Attributions About Race Achievement Gaps

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/154280/1/jora12485_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/154280/2/jora12485.pd

Sociopolitical Participation Among Marginalized Youth: Do Political Identification and Ideology Matter?

Engaging youth in the political system has promise for creating social change and ensuring the future of our democracy. Sociopolitical participation—individual and/or collective action to facilitate change—may be biased towards more liberal or Democratic views, which emphasize reform to create social equity. The aim of this study is to test if youth who vary in political ideology (i.e., conservative, liberal) and political identification (i.e., Republican, Democrat) participate at different levels and whether this measurement of sociopolitical participation is in fact biased. These issues were examined among 237 youth attending a large Midwestern high school who generally identified with historically marginalized groups. Results suggest that youth identifying as Republican exhibited slightly higher levels of participation, and that items were not biased by political ideology or identification. Further, political ideology and identification explained less than 5% of the variance in sociopolitical action, suggesting it is largely independent of political leaning

Integrating race, racism, and critical consciousness in Black parents\u27 engagement with schools

Although decades of research document the positive benefits of parent involvement in schools, Black parents are not always welcomed in schooling spaces. Black parents have sometimes been perceived as uncaring about their children\u27s education, and often racism has precluded their full inclusion and meaningful participation. This article uses critical race theory to understand the ways that racism influences Black parents\u27 experiences in schools. We propose a novel form of parent involvement—critical parent engagement—which we define as parents\u27 recognition of issues related to race and racism in schools that informs the actions they take to ensure their children\u27s academic success. This new conceptualization of parent involvement relies on critical race theory and critical consciousness theory to provide a conceptual framework to understand how Black parents critically analyze issues that are present in the schools and how they subsequently engage in action. We conclude with suggestions for future research and practice

They raised me to resist: Examining the sociopolitical pathways between parental racial socialization and Black youth’s racial justice action

In a sample of 500 self-identified Black adolescents from across the United States, this study investigated the pathways between youth’s experiences of parental racial socialization (RS) and their sociopolitical development. Findings from structural equation modelling reveal that RS messages and actions were positively associated with youth’s awareness of racial inequality (critical reflection) and confidence and motivation in addressing racism (critical agency). Further, there were direct and indirect associations between RS and multiple forms of racial justice actions (interpersonal, political/communal, and online). Racial barriers messages were directly positively associated with political/communal and indirectly positively associated with interpersonal and online action, while cultural socialization actions were directly positively associated with all three forms of action. These findings support theoretical contentions that RS messages and actions may be powerful tools for cultivating Black youth’s understanding and capacity to transform racially unjust systems. Further, parents’ behaviours to racially socialize their children may be more impactful than their verbal messages in cultivating multiple forms of racial justice action. Finally, recommendations for future research and practice related to Black youth’s consciousness and activism are presented. Please refer to the Supplementary Material section to find this article’s Community and Social Impact Statement.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/176015/1/casp2652_am.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/176015/2/casp2652.pd