Suchergebnisse

Understanding how schools—a key context for children—shape students' cultural trajectories is important since these trajectories are tied to youth development and achievement. This study assessed how the size of the school's group of acculturated Latino and non‐Latino students influenced the acculturation of 1,720 Latino 5th‐grade students from urban public schools in the Southwest United States. A longitudinal secondary data analysis revealed that controlling for wave 1 acculturation, youths in schools with larger proportions of linguistically acculturated students were more acculturated at wave 2 than youths in schools with smaller proportions of such students. This effect was independent of Latino students' baseline acculturation level and was found even in schools with minority proportions of more acculturated students.

Abstract
The United States is in a time of reckoning with whiteness. Despite white people benefiting from a disproportionate amount of power at every level of government, a significant racial wealth gap, preferential treatment in the legal system, and a rise in white supremacy, "colorblind" critics continue to argue against the relevance of race in a purportedly post-racial society. We assert that parents' ethnic-racial socialization (ERS) of their children shapes how children view their racial identity and thus influence important political attitudes. ERS is a process by which individuals are taught values, beliefs, and attitudes about ethnicity and race. Most existing research among families of color suggests ERS is strongly linked to a variety of adult political attitudes. However, less is known about the impact of ERS on political attitudes for white young adults. Drawing on survey data from a national U.S. sample of 944 white, young adults (18–25 years old), we find that white ERS is linked with political attitudes. Specifically, we find that increased cultural socialization, preparation for bias, and egalitarianism are positively related to politically conservative ideology, while anti-racism is positively related to politically liberal ideology. Preparation for bias and egalitarianism are positively related to Republican party identification. Promotion of mistrust, silent racial socialization, and anti-racism are positively related to Democratic party affiliation. We suggest ERS impacts the way a person conceptualizes ethnicity and race and is inextricably linked to political outcomes.

AbstractThis study systematically reviewed the literature on ethnic‐racial socialization (ERS) in mono‐racial Asian American and Pacific Islander (AAPI) families in the United States. Following the PRISMA guidelines, we examined what is known about (1) ERS strategies used, (2) child and parent factors related to ERS, and (3) the relation of ERS to child outcomes in mono‐racial AAPI families. We included peer‐reviewed, original studies published between January 2002 and August 2023, abstracted in Sociological Abstracts, PubMed, and/or PsychINFO, and focused on ERS in AAPI families. Fifty‐eight studies met the inclusion criteria. The reviewed studies show that mono‐racial AAPI families engage in ERS, but parents' messages tend to focus on positive aspects of ethnicity‐race (e.g., ethnic pride) and avoid negative aspects (e.g., discrimination). However, due to the COVID‐19 pandemic and Black Lives Matter, parents are increasingly willing to address the negative aspects of ethnicity‐race, including racism and anti‐racism, to prepare their children for a racialized society. ERS is related to AAPI child identity, psycho‐social outcomes, ethnic‐racial attitudes and experiences, and other outcomes but in a variety of contingent ways. We identify gaps in the literature and recommend future research on ERS in AAPI families.

This systematic review of the literature examined the extent and nature of white parent's ethic-racial socialization (ERS) of white children, the factors associated with white parents' ERS, and the child outcomes of white parents' ERS. It followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The review included 43 English-language works published between January 2000 and June 2021 and referenced in PsycINFO, PubMed, Web of Science, or Sociological Abstracts. It showed that white parents are engaged in ERS, employing many of the same strategies identified in research with parents of color as well as strategies identified as specific to white families. The review revealed child and parent factors related to ERS and child outcomes of ERS, including racial attitudes. In contrast with parents of color's ERS, white parents' ERS tends to teach strategies of advantage, preparing children to maintain their privilege. We offer recommendations for practice and future research.

This study explores immigrant parents' experiences of raising children in the United States, using data from the Immigrant Parent Project, a larger study of immigrant parents from 6 nations. The authors conducted face-to-face qualitative interviews with 1 parent and 1 adolescent child from 30 families with at least 1 immigrant parent from Mexico. Findings suggest that parents experience several paradoxes related to freedom and control, American culture and Mexican culture, the provider and servant roles, and dreams of the future. Prior studies have typically examined immigrant parents' effects on child outcomes. This study fills the research gap related to parents' own experiences and outcomes and informs practitioners of Mexican immigrant parents' unique parenting objectives.

ObjectiveTo examine profiles of Latinx immigrant parents' use of ethnic–racial socialization (ERS) strategies, as well as demographic, cultural, and sociopolitical factors associated with those profiles.BackgroundFew studies have examined ethnic–racial socialization strategies beyond cultural socialization among Latinx immigrant families. This study was designed to assess 6 ERS strategies: cultural socialization, promotion of mistrust, adapt (preparation for bias, avoidant coping), advocate (preparation for bias, active coping), promoting the value of diversity, and educating about nativity and documentation status.MethodUsing a cross‐sectional design and a sample of 300 immigrant parents (80% of whom were mothers; overall mean of 3 children). A new validated ERS measure was used along with measures of familismo, social support, and discrimination.ResultsProfile analysis revealed 3 ERS profiles: Low ERS, Moderate ERS, and High ERS. Although parents in the sample used all the ERS strategies, they used adapt and promotion of mistrust with less frequency relative to other strategies across the 3 profiles. Four demographic variables and 2 cultural variables predicted profile membership.ConclusionThis study advances understanding of how Latinx immigrant parents socialize their children in the context of resurgent antiimmigrant sentiment and policy and illuminates the complexities in the ERS process.ImplicationsPractitioners should assess for strategies parents use to prepare their children for racial interactions and the support structures parents have in place. In addition, future interventions need to account for ERS strategies, which are a particularly critical aspect of parenting among immigrants given current attitudes toward immigration in the United States.

The prevention literature has given little attention to how parental influences affect substance use among Mexican origin adolescents, even though they form part of the largest ethnic minority group in the United States. This study explored the effects of three types of parental influences– parental monitoring of the child's whereabouts, degree of parental permissiveness, and the strength of parental injunctive norms discouraging substance use–on alcohol, cigarette, and marijuana use and anti-drug norms. Results showed that parental permissiveness and parental injunctive norms, particularly anti-drug injunctive norms, had the strongest effects on the substance use outcomes, but parental monitoring generally was not a significant predictor. These results and implications for prevention are discussed in light of Mexican cultural norms toward substance use, gender roles, and family roles.