What Should Young Black Children Know about Race? Parents of Preschoolers, Preparation for Bias, and Promoting Egalitarianism

Autor/inn/en	Doucet, Fabienne; Banerjee, Meeta; Parade, Stephanie
Titel	What Should Young Black Children Know about Race? Parents of Preschoolers, Preparation for Bias, and Promoting Egalitarianism
Quelle	In: Journal of Early Childhood Research, 16 (2018) 1, S.65-79 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X16630763
Schlagwörter	Qualitative Research; African Americans; Parents; African American Students; Preschool Children; Caregivers; Race; Racial Discrimination; Equal Education; Interviews; Racial Bias; Working Class; Middle Class; Socialization; African American Family; Transitional Programs; Semi Structured Interviews; African American Community; North Carolina (Greensboro) + Suchen Sie Ihr Suchwort? Qualitative Forschung; Afroamerikaner; Eltern; African Americans; Student; Students; Schüler; Schülerin; Studentin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Caregiver; Carer; Betreuungsperson; Pfleger; Rasse; Abstammung; Racial bias; Rassismus; Interviewing; Interviewtechnik; Racial discrimination; Arbeiterklasse; Mittelschicht; Socialisation; Sozialisation
Abstract	This qualitative study of 26 African American parents and caregivers of preschool children sought to address gaps in the current literature by exploring how the intersection of parents' racism experiences and social class may play a role in race-related socialization during the early years. Analysis of narrative interviews revealed that egalitarianism surfaced as the most common content of racial socialization (ethnic-racial socialization) messages. We also found that preparation for bias emerged as qualitatively different for the working- and middle-class African Americans, however, and thus, we argue that the ways in which working- and middle-class African American parents of preschoolers made sense of their experiences with racism and discrimination were different and that this shaped their preparation for bias messages differently. To provide a contrast for illustrating this argument, we detail working- and middle-class participants' use of egalitarianism messages in relationship to their stories about racism, proposing here that parents may have been attuning to their young children's developmental stage when deciding which messages to promote. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01