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

Autor/inn/en	Telfer, Nicole A.; Else-Quest, Nicole M.
Titel	An Intersectional Approach to Parental Ethnic/Racial Socialization Practices and Adolescent Academic Outcomes
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 68 (2022) 4, S.368-400, Artikel 2 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Socialisation; Sozialisation; Geschlechterkonflikt; Schulleistung; Ethnie; Rasse; Abstammung; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Rassismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Oberschule
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. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01