Summary
Parents are primary socializers to help young children understand social issues such as race and racism. Guided by developmental niche theory (Super & Harkness, 1986) and critical race theory (DePouw & Matias, 2016; Solorzano et al., 2005), we interviewed 24 parents of young children (ages 3-6) on how they have discussed or would discuss race and racism with their children. Using constant comparison approach, we inductively analyzed parents’ responses. Findings revealed that there is a variability of how certain and prepared parents were to discuss race. The variability was influenced parents’ sociocultural locations, i.e., parents’ previous and current experiences (e.g., parents’ childhood, parents’ personal interactions and occupational experiences), given that these sociocultural locations guide parents’ parenting beliefs, social capitals, and levels of reflexivity on parenting practices. This study will help inform practitioners while working with parents to address diversity and inclusion in early childhood.

Objectives

• To explore whether parents of young children discuss race
• To investigate how parents explained or would explain race to their young children
• To understand how parents perceive young children’s awareness and understanding of race.

Subject Codes: race, ,
Population Codes: early childhood, ,
Method and Approach Codes: grounded theory, ,

Summary
In 2020, the United States had a racial reawakening that forced us to reexamine the role that racism plays in this country. This posters explores how family science educators may confront the impacts of racism both in and outside the classroom. We will discuss ways in which racism threatens Black, Indigenous, and People of Color (BIPOC) students’ education and professional development and highlight symptoms of racial trauma to be mindful of; how we, as educators, can best support BIPOC students and foster healing within the classroom; and methods to create a classroom environment conducive to addressing the broader impacts of racism in our society. Participants will leave with best practices and resources to aid their students in cultivating professional identities that are grounded in anti-racism.

Objectives

• Explore the impacts of racial trauma both in and outside of the classroom
• Incorporate best practices for addressing racial trauma into teaching pedagogy
• Facilitate anti-racist identity development with emerging family science scholars

Subject Codes: racism, culturally aware, diversity
Population Codes: Family Scientists, undergraduate students, students and new professionals (SNP)
Method and Approach Codes: scholarship of teaching and learning (SoTL), social justice, best practices

Summary
In this qualitative study, we explored how the death of George Floyd and the Black Lives Matter (BLM) protests that followed influenced perceptions race and race relations and identity explorations among emerging adults’ (i.e., individuals ages 18-25). We used an online semi-structured survey to collect data from 107 Black and White undergraduate students enrolled at a large, southeastern, predominately White institution. Data were analyzed using thematic analysis (Saldaña, 2016) and interpreted through an integrated critical race theory (Delgado & Stefancic, 2017) and symbolic interactionism (LaRossa & Reitzes, 1993) framework. Two major themes emerged from the data: negotiating positionality and developing critical race consciousness. Our findings highlight how high-profile racialized events influence the identity development of emerging adults and racial differences in how emerging adults used those events to understand their roles in a racialized society. Implications for family life educators, family life coaches, and family therapists are provided.

Objectives

• To examine how the death of George Floyd and the subsequent Black Lives Matter protests influenced identity exploration among emerging adults.
• To analyze how the death of George Floyd and the subsequent Black Lives Matter protests influenced perceptions of race and race relations among emerging adults.
• To explore differences and similarities in how Black and White emerging adults interpreted the death of George Floyd and the subsequent Black Lives Matter protests.

Subject Codes: racism, privilege, identity
Population Codes: emerging/young adulthood, undergraduate students,
Method and Approach Codes: qualitative methodology, thematic analysis, theory [identify specific theory below]

Summary
The primary goal of this study is to develop a better understanding of the characteristics of African Americans who experience various levels of racial discrimination. We focus on a specific type of racial discrimination -- microaggressions. Using Latent Profile Analysis (LPA), a person-centered methodological approach, we aimed to estimate profile memberships – essentially approximating sub-populations within populations. A novel component of our work involves examining characteristics of the marital relationship (e.g., love, appreciation, support) as a means of understanding and describing differences in the classes. Data are from a larger study of African American couples residing in the Southeast region of the United States. Analyses for both husbands and wives yielded three distinct classes

Objectives

• To demonstrate how microaggressions differentially impact African Americans
• To identify the characteristics of African Americans experiencing various levels of racial discrimination.
• To demonstrate the diversity of African Americans through Latent Class Analyses

Subject Codes: discrimination, microaggressions, diversity
Population Codes: African Americans, couples/coupled, cisgender male (those whose sex assigned at birth matches their gender identity)
Method and Approach Codes: quantitative methodology, cluster analysis, research, general

Summary
Theories of sexual prejudice and essentialism are used to explore role of an individual's master status on their attitudes and beliefs about sexual minority groups. The questions that we wish to explore in this investigation is, (1) how do members within these same groups define their master status; (2) how do they see themselves in relationship to others within those same groups; and finally, (3) how does this differ when the concept of in-group versus out-group is used to examine attitudes toward the perceived out-group?

Objectives

• To present a new idea about how to examine within group issues
• To explore how race as a master status can even dominate other social statuses that may be essential to an individual's identity
• To generate conversation about issues that are often overlooked because of a dominant model of examining ideas. In other words, we examine how some groups that are thought to be monolithic are in fact quite different from each other and that these differences manifest themselves in unique ways where there is conflict between the individuals as well as their master statuses within and across groups.

Subject Codes: discrimination, equality, race
Population Codes: LGB+, People of Color, sexual orientation inclusive
Method and Approach Codes: secondary data analysis, structural equation modeling (SEM), regression: logistic (binary, ordinal, or multinomial)

The study examined racial socialization, racial discrimination, and skin tone as predictors of intergroup contact among African American and Latinx young adults. Previous research has shown that parents influence their children’s intergroup attitudes and that harmful intergroup experiences, such as racial discrimination, can lead to more negative attitudes towards members of other groups, and lower levels of intergroup contact. We hypothesized that (1) racial socialization, racial discrimination, and skin tone would directly associate with attitudes towards intergroup peer contact, (2) and that three 2-way interactions and (3) a 3-way interaction between the predictors would associate with intergroup peer contact. Our results show that the interactions between skin tone and discrimination, and between discrimination and racial socialization are associated with intergroup peer contact. Our findings broaden the understanding of intergroup contact and highlight the impact of racial socialization, discrimination, and skin tone on attitudes towards intergroup peer contact.

Objectives

• Previous research has largely focused on outcomes related to intergroup peer contact. The current study will examine skin tone, racial discrimination, and racial socialization as predictors of intergroup contact.
• The current study uses a sample of Latinx young adults, a population that is widely understudied in intergroup contact literature. 
• The current study examines skin tone as a predictor of intergroup contact, to expand knowledge on colorism and its impact on peer groups. 

Subject Codes: socialization, race, interpersonal relationships

Population Codes: African Americans, Hispanic/Latina/o/x, emerging/young adulthood

Method and Approach Codes: regression: linear (simple, multiple, hierarchical), longitudinal research