Suchergebnisse

This guide accompanies the following article: Annamaria Csizmadia, 'The Role of Racial Identification, Social Acceptance/Rejection, Social Cognition, and Racial Socialization in Multiracial Youth's Positive Development', Sociology Compass 5/11 (2011): 995–1004, 10.1111/j.1751‐9020.2011.00418.x.Author's introductionMultiraciality has been garnering growing public and scholarly attention since 2000. For the first time in Census history, the 2000 U.S. Census allowed individuals to identify with more than one race. The latest Census revealed that over 9 million individuals identified with two or more races (Humes, Jones, & Ramirez, 2011), and that they were one of the fastest growing racial groups in the last decade. Multiraciality has also become the topic of frequent public discussion thanks to the election of Barack Obama, the first Black, that is, biracial, president of the United States in 2008. Historically, multiracial individuals have been automatically relegated to the racial group of their minority parent (also known as the rule of hypodescent). Black‐White biracial people were identified as Black due to the one‐drop rule, which considered any person with a trace of African ancestry to be Black. Sociological and developmental research that has been burgeoning since 2000 revealed that contemporary multiracial youth identify in a variety of ways. They may identify as multiracial or as monoracial. They may choose to shift their racial identity depending on their social context. Finally, some refuse to identify themselves in racial terms altogether. In addition to this body of research, scholars have begun to examine the implications of racial identity choices for contemporary multiracial youth's psychosocial adjustment. This paper reviews findings of this emerging body of research and suggests ways in which parents, school counselors, teachers, and social workers can support the positive development of the growing population of multiracial youth.Author recommendsTo develop an understanding of how contemporary Black‐White multiracial young adults understand themselves racially in private and identify themselves in public, I recommend the series of publications that summarize Rockquemore and Brunsma's research on Black‐White biracial young adults from the Midwest, South, and East. A good place to start is their book Beyond Black: Biracial Identity in America published in 2002. This book provides a thorough background to the literature, their multi‐stage research design, and includes a copy of the Survey of Biracial Experience. This survey has been used in several recent studies to assess multiracial youth's racial identification. Rockquemore and Brunsma elaborated on different facets of multiracial youth's lived experiences in several peer‐reviewed publications. They investigated the roles of physical appearance (Brunsma & Rockquemore, 2001); geographic location (Brunsma, 2006), and gender (Rockquemore, 2002) in contemporary multiracial youths' racial identification. For sociologists, social psychologists, and race scholars, who want to delve into the complexity of the multiracial experience, I recommend Daniel's More than Black? Multiracial Identity and the New Racial Order and Brunsma's 2006 edited volume, titled Mixed Messages: Multiracial Identities in the "Color‐Blind" Era. Brunsma's edited book contains highly insightful chapters contributed by renowned scholars from the field (e.g., Davis, Bonilla‐Silva, Yancey, Spencer, Dalmage, and Rockquemore and colleagues). For family scholars, developmentalists with an interest in parenting issues, and parents of multiracial children, Rockquemore and Laszloffy's Raising Biracial Children will be very informative.Brunsma, D. L. and K. A. Rockquemore. (2001). 'The New Color Complex: Appearances and Biracial Identity.'Identity: An International Journal of Theory and Research 1(3): 225–46.Brunsma, D. L. (2006). Mixed Messages: Multiracial Identities in the "Color‐Blind" Era. Boulder, CO: Lynne Rienner Publishers, Inc.Brunsma, D. L. (2006). 'Public Categories, Private Identities: Exploring Regional Differences in the Biracial Experience.'Social Science Research 35: 555–76.Daniel, G. R. (2002). More than Black? Multiracial Identity and the New Racial Order. Philadelphia, PA: Temple University Press.Rockquemore, K. A. (2002). 'Negotiating the Color Line: The Gendered Process of Racial Identity Construction among Black/White Biracial Women.'Gender & Society 16(4): 485–503.Rockquemore, K. A. and D. L. Brunsma. (2002). Beyond Black: Biracial Identity in America. Thousand Oaks, CA: Sage Publications.Rockquemore, K. A. and T. A. Laszloffy. (2005). Raising Biracial Children. New York, NY: Altamira Press.Online materialsThere are several organizations that are dedicated to providing support to multiracial children, youth, and their families. Websites of these organizations provide useful and practical information for parents, youth, and practitioners. They also allow multiracial people to connect with other multiracial peers. For scholars, they often serve as a starting point for recruitment of multiracial research participants.1. The Mavin Foundationhttp://mavinfoundation.org/2. The Mixed Heritage Centerhttp://www.mixedheritagecenter.org/3. AMEA: Association of MultiEthnic Americanshttp://www.ameasite.org/4. Race: The Power of an Illusionhttp://www.pbs.org/race/000_General/000_00‐Home.htmFor students and scholars of race and multiraciality, the accompanying website to the three‐part PBS documentary on race is a good source of information. The site contains sample discussion questions, historical facts, and self‐quizzes to assess one's view on race. It also contains short clips to the film. Understanding how the racial classification system and hierarchy of the United States evolved is essential to studying contemporary multiracial youth's lives in context.Sample syllabusTopics for lecture and discussion and recommended readingsWeek I: Introduction and overviewDefinitions, Problems and Issues: Who is Multiracial?Reading:Daniel, G. R. (2002). More than Black? Multiracial Identity and the New Racial Order. Philadelphia, PA: Temple University Press.Week II. The history of race in the United StatesReadings:Bonilla‐Silva, E. (1996). 'Rethinking Racism: Toward a Structural Interpretation.'American Sociological Review 62: 465–80.Omi, M. and H. Winans. (1994). Racial Formations in the United States: From the 1960s to the 1990s. New York, NY: Routledge.Week III. The multiracial population of the United StatesReadings:Humes, K. R., N. A. Jones, and R. R. Ramirez. (2011). Overview of race and Hispanic origin: 2010. 2010 Census Briefs. http://www.census.gov/prod/cen2010/briefs/c2010br‐02.pdf.Jones, N. A. (2005). We the people of more than one race in the United States: Census 2000 special reports, U.S. Census Bureau. http://www.census.gov/prod/2005pubs/censr‐22.pdf.Week IV. What are you? – How do multiracial youth identify?Readings:Harris, D. R. and J. J. Sim. (2002). 'Who is Multiracial? Assessing the Complexity of Lived Race.'American Sociological Review 67(4): 614–27.Rockquemore, K. A. and D. L. Brunsma (2002). Beyond Black: Biracial Identity in America. Thousand Oaks, CA: Sage Publications.Week V. Changes in racial identification over timeReadings:Brown, J. S., S. Hitlin, and G. H. Elder, Jr. (2007). 'The Importance of Being "Other": A Natural Experiment about Lived Race over Time.'Social Science Research 36: 159–74.Doyle, J. M. and G. Kao. (2007). 'Are Racial Identities of Multiracials Stable? Changing Self‐identification among Single and Multiple Race Individuals.'Social Psychology Quarterly 70(4): 405–23.Terry, R. L. and C. E. Winston (2010). 'Personality characteristic adaptations: Multiracial adolescents' patterns of racial self‐identification change.'Journal of Research on Adolescence 20: 432–55.Week VI. Influences on multiracial youth's racial identification: physical appearanceReading:Brunsma, D. L. and K. A. Rockquemore (2001). 'The New Color Complex: Appearances and Biracial Identity.'Identity: An International Journal of Theory and Research 1(3): 225–46.Week VII. Influences on multiracial youth's racial identification: geographic region and neighborhoodReading:Brunsma, D. L. (2006). 'Public Categories, Private Identities: Exploring Regional Differences in the Biracial Experience.'Social Science Research 35: 555–76.Week VIII. Influences on multiracial youth's racial identification: historical timeReadings:Davis, J. F. (1991). Who is Black? One Nation's Definition. University Park, PA: The Pennsylvania State University Press.Khanna, N. (2010). ' "If You're Half Black, You're Just Black": Reflected Appraisals and the Persistence of the One‐Drop Rule.'The Sociological Quarterly 51: 96–121.Week IX. Multiracial youth's peers/friendsReadings:Doyle, J. M. and G. Kao (2007). 'Friendship Choices of Multiracial Adolescents: Racial Homophily, Blending, or Amalgamation?'Social Science Research 36: 633–53.Quillian, L. and R. Redd (2009). 'The Friendship Networks of Multiracial Adolescents.'Social Science Research 38: 279–95.Week X. How do parents identify their multiracial offspring?Readings:Brunsma, D. L. (2005). 'Interracial Families and the Racial Identification of Mixed‐Race Children: Evidence from the Early Childhood Longitudinal Study.'Social Forces 84(2): 1131–57.Qian, Z. (2004). 'Options: Racial/Ethnic Identification of Children of Intermarried Couples.'Social Science Quarterly 85(3): 746–66.Roth, W. D. (2005). 'The End of the One‐Drop Rule? Labeling of Multiracial Children in Black Intermarriages.'Sociological Forum 20(1): 35–67.Week XI. Parenting multiracial childrenReadings:Rockquemore, K. A. and T. A. Laszloffy (2005). Raising Biracial Children. New York, NY: Altamira Press.Rockquemore, K. A., T. A. Laszloffy, and J. Noveske. (2006). 'It all Starts at Home: Racial Socialization in Multiracial Families.' Pp. 203–17 in Mixed Messages: Multiracial Identities in the "Color‐Blind" Era, edited by D. L. Brunsma. Boulder, CO: Lynne Rienner Publishers, Inc.Weeks XII–XIII. Multiracial youth's social‐emotional adjustmentReadings:Campbell, M. E. and J. Eggerling‐Boeck. (2006). 'What about the Children? The Psychological and Social Well‐being of Multiracial Adolescents.'The Sociological Quarterly 47: 147–73.Lusk, E. M., M. J. Taylor, J. T. Nanney, and C. C. Austin. (2010). 'Biracial Identity and its Relation to Self‐esteem and Depression in Mixed Black‐White Biracial Individuals.'Journal of Ethnic & Cultural Diversity in Social Work 19: 109–26.Phillips, L. (2004). 'Fitting in and Feeling Good: Patterns of Self‐evaluation and Psychological Stress among Biracial Adolescent Girls.'Women & Therapy 27(1/2): 217–36.Sanchez, D. T., M. Shih, and J. A. Garcia. (2009). 'Juggling Multiple Racial Identities: Malleable Racial Identification and Psychological Well‐being.'Cultural Diversity and Ethnic Minority Psychology 15(3): 243–54.Suzuki‐Crumly, J. and L. L. Hyers. (2004). 'The Relationship among Ethnic Identity, Psychological Well‐being, and Intergroup Competence: An Investigation of Two Biracial Groups.'Cultural Diversity and Ethnic Minority Psychology 10(2): 137–50.Week XIV. Supporting multiracial youth's positive developmentReadings:Csizmadia, A. (2011). 'The Role of Racial Identification, Social Acceptance/Rejection, Social Cognition, and Racial Socialization in Multiracial Youth's Positive Development.'Sociology Compass.Khanna, N. (2004). 'The Role of Reflected Appraisals in Racial Identity: The Case of Multiracial Asians.'Social Psychology Quarterly 67(2): 115–31.Week XV. Methodological issues in multiracial researchReadings:Root, M. P. P. (2002). 'Methodological Issues in Multiracial Research.' Pp. 171–93 in Asian American Psychology: The Science of Lives in Context, edited by G. C. N. Hall and S. Okazaki. Washington, D.C.: American Psychological Association.Shih, M. and D. T. Sanchez. (2005). 'Perspectives and Research on the Positive and Negative Implications of Having Multiple Racial Identities.'Psychological Bulletin 131(4): 569–91.Focus questions
 How do you determine a person's race? How do you determine if a person is multiracial?
 How do multiracial people fit into the racial classification system of the United States?
 What are the advantages and disadvantages of being multiracial?
 How does multiracial youth's physical appearance influence the way others relate to them?
 How do you explain regional variations in how multiracial young adults identify themselves racially?
 Is there a racial identity type that is psychologically ideal for multiracial youth: why or why not?
 What topics should scholars of multiracial youth investigate in the future? Why do you think these topics are important to study? How will they inform our understanding of multiracial youth's development?
 What role do others play in how multiracial youth choose to identify racially? Based on the assigned readings for this week (Csizmadia, 2011 and Khanna, 2004), make a list of suggestions of how parents can support their multiracial children's healthy racial identity development and psychosocial adjustment.
Seminar/Project ideas1. Class activityTo introduce the complexity of multiracial youth's lived experience, ask students to answer the race questions on the U.S. Census form. After students complete the relevant questions, ask students to discuss how they identified on the Census form, whether it was easy for them to select a category, and in what ways the answer choices influenced their responses.2. Class activityStudents view the PBS documentary: Race: The Power of an Illusion Part I and II in class. Use the contents of these two episodes to discuss how racial categories evolved in the U.S. and how multiracial youth have been treated historically.

AbstractDeficit‐based scholarship has suggested that multiracial youth are maladjusted due to racial identity confusion and social marginality. This paper proposes an integrative model of multiracial youth's positive development. This model highlights the important role of social cognition in understanding multiracial youth's development. Drawing on Spencer's PVEST, developmental research on monoracial and multiracial youth, and the racial socialization literature, I argue that multiracial youth's perceptions of how their racial identity choices are accepted in their social environment have implications for their adjustment. Serving as developmental resources, parents can attenuate their children's social perceptual biases or enhance their abilities to cope with actualized negative social experiences by engaging in cultural socialization, preparation for bias, and transmitting race‐related messages that help multiracial children reframe their negative perceptions.

AbstractThe unique challenges and stressors that occur during acculturation, which are often referred to as acculturative stress (AS), have been associated with psychosocial and health challenges that influence parents, youth, and family functioning. Less is known about the role of parental acculturative stress (PAS) and its association to youth adjustment in Latinx families. Highlighting the role of stress in family mechanisms and youth adjustment, the family stress model (FSM) is increasingly used to inform research that explores the association between PAS and youth adjustment in Latinx families. However, integration of its key components is limited in existing work. This article seeks to critically review and integrate research on PAS and Latinx immigrant‐origin youth outcomes by situating the literature within the FSM framework. Findings are analyzed through the FSM lens to identify future directions for research.

AbstractIn this study, we investigated trajectories of Black‐White biracial children's social development during middle childhood, their associations with parents' racial identification of children, and the moderating effects of child gender and family socioeconomic status (SES). The study utilized data from parent and teacher reports on 293 US Black‐White biracial children enrolled in the Early Childhood Longitudinal Study‐Kindergarten Cohort (ECLS‐K). Growth curve models suggested increasing trajectories of teacher‐reported internalizing and externalizing behaviors between kindergarten and fifth grade. Parents' racial identification of children predicted child externalizing behavior trajectories such that teachers rated biracially identified children's externalizing behaviors lower relative to those of Black‐ and White‐identified children. Additionally, for White‐identified biracial children, the effect of family SES on internalizing behavior trajectories was especially pronounced. These findings suggest that in the USA, how parents racially identify their Black‐White biracial children early on has important implications for children's problem behaviors throughout the elementary school years.

AbstractSymbolic interactionism is useful for examining how various socialization contexts (e.g., family and media) inform adolescents' identity construction and role making. Some research supports the theory's application in understanding White adolescents' racial socialization and identity development. The theory has yet to be applied to understanding the critical components that are essential for understanding how individuals interact with a digital society where racial inequality is pervasive. We propose a model of White adolescents' racial identity in response to racial socialization, and how that relationship manifests in social media contexts. We discuss how racial and social media literacies interact with family socialization and identity‐related experiences to promote White adolescents' critical race consciousness and introduce a novel application of digital critical racial literacy and digital anti‐racist action. The model advances symbolic interactionism by incorporating a critical lens, and can inform interventions aimed to educate parents, White youth, and social‐media developers on anti‐racist development.

Child, family, and contextual correlates of ethnic‐racial socialization among U.S. families of 293 kindergarten‐age Black–White biracial children were investigated in this study. Children with one White‐identified and one Black‐identified biological parent who were enrolled in the Early Childhood Longitudinal Study‐Kindergarten Cohort participated in this study. Parents' racial identification of children, parent age, family socioeconomic status, urbanicity, and region of country predicted the likelihood of frequent ethnic‐racial socialization. Relative to their biracially and Black‐identified peers, White‐identified biracial children were less likely to have frequent discussions about ethnic‐racial heritage. Findings suggest that ethnic‐racial socialization is a prevalent parenting practice in families of young biracial children and that its frequency varies depending on child, family, and situational factors. Implications for practice are discussed.