Kimberly Osborne, Margaret Caughy
Ethnic-racial socialization (ERS) teaches children about their race, ethnicity, and culture, and promotes racial/ethnic identity development in Black and Latinx youth. Experiences outside of the family, such as school climate and discrimination, also influence identity development. These influences on identity are particularly important to investigate during sensitive periods in development, such as the transition to middle school. However, ERS is usually captured through retroactive, self-report measures referencing specific messages and behaviors. How might caregiver responses to a school-based racial dilemma influence children’s development of racial/ethnic identity in light of their school experiences? The current study utilizes child- and caregiver-reported school climate and child-reported discrimination experiences as predictors of youths’ racial/ethnic identity from 5th to 7th grade. Further, it examines how caregivers’ strategies for how to respond to a school-based racial dilemma in 5th grade may lessen or intensify these influences on pre-adolescent children’s identity development.
- To investigate the influence of school climate and perceived discrimination on Black and Latinx children’s longitudinal development of racial/ethnic identity
- To examine the interactions between approaches to ethnic-racial socialization and school climate as attenuating or exacerbating experiences in the school for racial/ethnic minority youth
- To delve into the importance of school climate, racial/ethnic identity, and discrimination experiences for racial/ethnic minority youth as they transition to middle school
Subject Codes: socialization, identity, parenting
Population Codes: African Americans, Hispanic/Latina/o/x, middle childhood
Method and Approach Codes: direct observation, qualitative methodology, longitudinal research