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

IF 1.2 4区心理学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2022-10-01 DOI:10.1353/mpq.2022.a905090

Nicole A. Telfer, N. Else-Quest

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Abstract

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.

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父母族群/种族社会化实践与青少年学业成绩的交叉研究

摘要:在民族/种族分层和压迫中，父母参与民族/种族社会化(ERS)实践可以培养青少年的弹性和积极的结果。研究发现，ERS实践对青少年学业成绩的影响并不一致，而且忽视了种族/民族和性别的交叉性。采用交叉方法和纵向设计，我们探讨了N = 358名父母的ERS实践(文化社会化、偏见准备和促进不信任)如何预测黑人/非裔美国人、亚裔美国人、拉丁裔美国人和白人/欧美高中生一年后的学业成绩。族裔/种族群体在ERS实践中的差异在青年性别中是一致的。我们的交叉研究表明，文化社会化预测亚裔美国男孩的学业成绩，而偏见准备预测黑人/非裔美国男孩的学业成绩。未来的研究应该继续探索ERS信息的性别结构，以及它们如何在不同的样本中形成不同的学术成果。

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来源期刊

Merrill-Palmer Quarterly-Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.