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An Intersectional Approach to Parental Ethnic/Racial Socialization Practices and Adolescent Academic Outcomes

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Bibliographic Details
Title: An Intersectional Approach to Parental Ethnic/Racial Socialization Practices and Adolescent Academic Outcomes
Language: English
Authors: Telfer, Nicole A., Else-Quest, Nicole M.
Source: Merrill-Palmer Quarterly: Journal of Developmental Psychology. 2022 68(4):368-400.
Availability: Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: https://digitalcommons.wayne.edu/mpq/
Peer Reviewed: Y
Page Count: 33
Publication Date: 2022
Sponsoring Agency: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 0910108
1153678
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Intersectionality, Parent Child Relationship, Socialization, Gender Differences, Academic Achievement, Ethnic Groups, Race, Power Structure, Parenting Styles, Asian American Students, African American Students, Racism, Longitudinal Studies, High School Students, Minority Group Students
ISSN: 0272-930X
1535-0266
Abstract: Amid ethnic/racial stratification and oppression, parents' engagement in ethnic/racial socialization (ERS) practices foster resilience and positive outcomes in youth. Research has found inconsistent effects of ERS practices on adolescent academic outcomes and has neglected the intersectionality of race/ethnicity and gender. Using an intersectional approach and longitudinal design, we explored how N = 358 parents' ERS practices (cultural socialization, preparation for bias, and promotion of mistrust) predicted academic outcomes among male and female Black/African American, Asian American, Latinx, and White/European American high schoolers 1 year later. Ethnic/racial group differences in ERS practices were consistent across youth gender. Our intersectional approach revealed that cultural socialization predicted Asian American boys' academic achievement and that preparation for bias predicted Black/African American boys' academic achievement. Future studies should continue to explore the gendered construction of ERS messages and how they shape academic outcomes differently across diverse samples.
Abstractor: As Provided
Entry Date: 2023
Access URL: https://digitalcommons.wayne.edu/mpq/vol68/iss4/2
Accession Number: EJ1401063
Database: ERIC
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Abstract:Amid ethnic/racial stratification and oppression, parents' engagement in ethnic/racial socialization (ERS) practices foster resilience and positive outcomes in youth. Research has found inconsistent effects of ERS practices on adolescent academic outcomes and has neglected the intersectionality of race/ethnicity and gender. Using an intersectional approach and longitudinal design, we explored how N = 358 parents' ERS practices (cultural socialization, preparation for bias, and promotion of mistrust) predicted academic outcomes among male and female Black/African American, Asian American, Latinx, and White/European American high schoolers 1 year later. Ethnic/racial group differences in ERS practices were consistent across youth gender. Our intersectional approach revealed that cultural socialization predicted Asian American boys' academic achievement and that preparation for bias predicted Black/African American boys' academic achievement. Future studies should continue to explore the gendered construction of ERS messages and how they shape academic outcomes differently across diverse samples.
ISSN:0272-930X
1535-0266