A QUALITATIVE INVESTIGATION OF THE CONGRUENCE OF RACIAL SOCIALIZATION COMMUNICATION BETWEEN BLACK PARENTS AND THEIR COLLEGE-ATTENDING CHILDREN

Loading...
Thumbnail Image
Degree type
EdD
Graduate group
Discipline
Education
Subject
black acheivement
Black achieving youth
Racial Socialization
racial stress
Racialized parenting
Funder
Grant number
License
Copyright date
01/01/2023
Distributor
Related resources
Author
Callahan, Jennifer, Erion
Contributor
Abstract

This study examined the congruence of racial socialization (RS) delivery and reception in the child-rearing between parents and their college-attending Black youth. Qualitative interviewing of nine parent-child dyads on the frequency, clarity, and depth of RS communication yielded a more robust understanding of tensions between parental and child intentions. The study found that college-attending Black youth and their parents communicated preparation for bias RS messages for older youth and core values and racially affirming RS for younger youth. In addition, global socialization RS was a primary method for many of the participants; however, these global socialization messages were not devoid of racialized content or racialized intent. The study found high congruence between parents and youth in the area concerning parental intent about their Black youth’s private regard. With regard to public racial regard, youth reported more favorable regard for how the public felt about Blacks compared to their parents. Lastly, despite children acknowledging they received and used parental feedback to cope with racial dilemmas, they still desired more RS to help them better navigate those dilemmas. This study advances knowledge on the “who, what, why and how” questions of RS research to explain how RS might be improved to support Black youth in coping within various racialized contexts.

Advisor
Stevenson, Howard, C
Date of degree
2023
Date Range for Data Collection (Start Date)
Date Range for Data Collection (End Date)
Digital Object Identifier
Series name and number
Volume number
Issue number
Publisher
Publisher DOI
Journal Issue
Comments
Recommended citation