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Psyc 411 > Oct 30 > Flashcards

Oct 30 Flashcards

1
Q

what’s ethnic racial socialization? according to Umana-Taylor & Hill

A

Ethnic-racial socialization is a MULTIFACETED CONSTRUCT

that captures how FAMILIES SOCIALIZE YOUTH

regarding the VALUES, TRADITIONS, PRACTICES associated with their ethnic-racial group

also includes families’ efforts to teach youth about POTENTIAL ETHNICITY and RACE-BASED THREATS

and how to COPE with these experiences

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2
Q

ERS - why ‘ethnic-racial’?

A

similar to explanation for ERI

not yet a satisfying solution for unambiguously distinguishing socialization that is racial from that which is ethnic

or for determining when one term should be used rather than the other

we use the COMBINED TERM ethnic-racial socialization when referring to the broader research literature

and focus on OTHER DEFINITIONAL and CONCEPTUAL ISSUES that we regard as more important

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3
Q

racial socialization

A

usually discussed around how Black parents maintain children’s high SELF-ESTEEM

and PREPARE THEM to understand racial barriers

in the face of racial/social stratification in NA

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4
Q

ethnic socialization

A

usually discussed around experiences of Latino, Asian, and (less often) African and Caribbean groups in NA

how parents help kids:
1. maintain CULTURE of origin
2. promote ethnic IDENTITY
3. resist ASSIMILATION pressures

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5
Q

ERS is a multidimensional construct - in the EARLY DAYS

A

early days of racial and ethnic socialization messages…

  1. NO STANDARDIZATION of terms
  2. diff scholars each had their OWN NAMES for the same types of messages
  3. some didn’t talk about certain messages at all, while others did
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6
Q

ERS is a multidimensional construct - in 2006…

A

in 2006, Diane Hughes and colleagues came out with a paper that STANDARDIZED the ERS terminology

highlighted 4 main types of messages

  1. cultural socialization
  2. prep for bias
  3. promotion of mistrust
  4. egalitarian messages
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7
Q

cultural socialization

A

one of Hughes’ 2006 dimensions of ERS

parental practice that:

  1. teaches about HERITAGE/HISTORY
  2. promotes cultural CUSTOMS/TRADITIONS
  3. promotes, cultural, ethnic, racial PRIDE

most common type of ERS that parents give - they are happy to share positive/unique aspects of their culture

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7
Q

examples of cultural socialization

A

learning about historical figures

exposure to books, art, artifacts, food, music, stories, holidays, teaching language

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8
Q

two types of cultural socialization

A

covert vs overt

covert: INDIRECT, less obvious

ie. going to hair salon or place of worship with group members, ethnic food exposure

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9
Q

covert cultural socialization

A

INDIRECT, less obvious

ie. going to hair salon or place of worship with group members, ethnic food exposure

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10
Q

overt cultural socialization

A

direct

sitting kids down and saying this is who you are, this is what’s important to our group

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11
Q

prep for bias

A

one of Hughes’ 2006 dimensions of ERS

parents’ efforts to promote children’s AWARENESS OF DISC and prepare them to COPE with it

not mentioned as frequently in interviews with parents

age diffs: prep for bias increases as kids get older

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12
Q

2 types of prep for bias

A

REACTIVE (after disc occurs)

PROACTIVE (before disc occurs)

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13
Q

prep for bias is most prevalent among…

A

Black families

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14
Q

quotes: proactive prep for bias

A

“we Chinese work like cows and are laughed at by many people. Of course, that doesn’t make me feel good. I always ask him to study hard…study hard and get a good job and don’t let others look down upon you”

“I been tellin’ my kids things when they was in my stomach…they know how to present themselves and all this and that. and not let things get to them. you know, somebody call you an n-word, “well, I’m a beautiful n-word.” you know? I’m not gonna let them, you know, get it out of focus.”

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15
Q

quotes: reactive prep for bias

A

“I told him it wasn’t so much that he was different, you know. You are the new kid in the school and they were friends since kindergarten.”

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16
Q

proactive prep for bias

A

PROACTIVE (before disc occurs)

a) caution against internalization

b) racial pride, proper demeanour, hard work to overcome

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17
Q

reactive prep for bias

A

a) enabling teens to cope with emotional aftermath

b) encourage to ignore event - brush it off, kids are just silly

c) downplaying racial/ethnic origins - ie. everyone gets called names

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18
Q

aside on delaying prep for bias messaging

A

even in early childhood, children’s understandings of race/ethnicity is MORE COMPLICATED than they communicate

  1. preferences for same race faces = 3 months
  2. face categorization based on race = 9 months
  3. associating people of colour with negative traits = 36 months
  4. associating white people with high status (wealth, power, etc) = 47 months
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19
Q

when does preference for same race face emerge?

A

3 months

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20
Q

face categorization based on race emerges when?

A

9 months

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21
Q

associating people of colour with negative traits occurs when?

A

36 months

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22
Q

associating white people with high status occurs when?

A

47 months

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23
Q

what percentage of parents underestimate when children develop racialized prefs/internalized beliefs about inequality?

A

95%

average parent underestimates when these things happen by ~4.5 years

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24
Q

strongest predictor of delaying conversations about race

A

underestimation of child racial awareness

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25
Q

prep for bias in immigrant families

A

immigrant parents report lower frequency of prep for bias

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26
Q

qualitative study of prep for bias in immigrant families

A

qualitative study

Indian immigrant parents

  1. parents reported not wanting to “put discrimination in the children’s brain”
  2. parents stated that they think children are less likely to face discrimination because they were BORN in the US
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27
Q

qualitative study of prep for bias in immigrant families: deeper dive

A

(recap: parents stated that they think children are less likely to face disc because they’re born in the US and they don’t want to “put disc into the children’s brain” so they don’t talk about it)

“as such, coping skills offered by parents to children centered on advice to “ignore it”. “avoid what they said”, or “laugh it off” in the event of a discriminatory experience. for example, a parent reported, “they [American parents] teach them, just “No, you have to stand up for yourself, fight with them.” That’s how they teach. And then ours is “OH, THAT’S OKAY, LET IT GO, LET IT GO”

almost all of the parents agreed that they preferred to not talk about racism or discrimination with their children as such discussions would, ultimately, be harmful to their children by having them expect discrimination. for example, one parent reported, “no, we never wanted to put it into their brain that, “Oh, because you’re an Indian, you’ll be treated differently in school.” because, if they think, start thinking that, they would start having more issues, I think”

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28
Q

finishing Dr Rich Lee’s TEDx talk

A

why’s it so hard for families to talk about race?

we lack RACIAL LITERACY - a way to talk about racism

it’s uncomfortable and therefore avoided

need RADICAL CHANGE - sharing stories and learning from them

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29
Q

Dr Rich Lee - how do we develop racial literacy?

A

when parents see/hear racist behaviours, they need to break the silence

talking about racism demystifies it

makes it less fearsome and more addressable

should be part of daily convos, not only when bad things happen

parents should expand their kids vocabs when talking about these issues

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30
Q

Dr Rich Lee - youth whose parents prepared teens for racism/disc…

A

reported fewer bad mental health outcomes when they encountered disc as adults

talking about it early on helps later on

what we do and say now makes a diff years later

children are left on their own if parents don’t make sense of it

by adolescence, many teens think their parents simply can’t handle it

but ironically, many parents are waiting for teens to bring it up

silence compromises health and wellness

parents often don’t realize how confused, unsure and uncomfortable racism/disc events make their kids feel

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31
Q

Dr Rich Lee - “King’s English” comment

A

older parent generation experienced disc daily and couldn’t do much about it

they put their heads down and worked hard and rarely complained

but new gen has the “King’s English” on their tongue

they are better able to fight and speak, for themselves and for their parents too

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32
Q

promotion of mistrust socialization

A

one of Hughes’ 2006 dimensions of ERS

  1. parental practices that encourage WARINESS or DISTRUST of interracial interactions
  2. barriers to success
  3. less prevalent in studies
    - less than 10% of participants
  4. not in many transcripts
    - aside or jokes
  5. not purposeful
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33
Q

egalitarian messages

A

one of Hughes’ 2006 dimensions of ERS

“we are all human”

parental practices that either:

  1. explicitly encourage children to value INDIVIDUAL qualities above racial/ethnic group membership
  2. AVOID MENTION of race/ethnicity/culture

orientation to mainstream culture

focus on developing skills in children

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34
Q

2 types of egalitarian messages

A
  1. colour evasive
  2. cultural pluralism
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35
Q

egalitarian messages: interview examples, specific messages about egalitarianism

A

“we talk to her about evolution…the differences first of all they are very recent differences and second of all they’re pretty close to meaningless”

“these differences that we make a huge deal about are nothing, they’re just nothing”

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36
Q

reviewing ERS > adjustment outcomes - Umana-Taylor & Hill SETUP

A

explosion of research on ERs in 2010s

so, authors wanted to REVIEW ALL PARENTAL ERS ARTICLES published in the 2010s

259 total studies reviewed

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37
Q

reviewing ERS > adjustment outcomes - Umana-Taylor & Hill TRENDS

A

3 key trends

  1. of the 259 studies, only 9 of them were with populations outside the US
  2. mostly looked at adolescent samples (13-18 years old)
  3. most research looks at cultural socialization as opposed to the other 3 aspects of ERS
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38
Q

Umana-Taylor & Hill review - summary of effects for cultural socialization

A

cultural socializtion

70% of studies found PROMOTIVE/PROTECTIVE effects

4% found RISK

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39
Q

Umana-Taylor & Hill review - summary of effects for prep for bias

A

prep for bias

33% of studies reported NULL FINDINGS

9% found MIXED FINDINGS

26% found PROMOTIVE/PROTECTIVE effects

15% found RISK

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40
Q

Umana-Taylor & Hill review - summary of effects - context dependent

A

cultural socialization: context-dependent 14% of the time

prep for bias: context-dependent 17% of the time

41
Q

Wang et al 2020 meta analyses SETUP

A

wanting to get more specific with outcomes

2 meta-analyses

  1. parental ERS > psychosocial and behavioural adjustment
  2. parental ERS > academics
42
Q

Wang et al 2020 meta analyses - OUTCOMES they looked at ACROSS THE 2 META ANALYSES

A
  1. internalizing symptoms (depression, anxiety)
  2. externalizing behaviour (anger, violence)
  3. self-perceptions (self-esteem)
  4. interpersonal relationship quality
  5. academic adjustment (performance [grades/test scores], motivation, school engagement)
43
Q

Wang et al 2020 meta analyses - academic adjustment FINDINGS

A

cultural socialization

prep for bias

had positive effects on academic adjustment

44
Q

Wang et al 2020 meta analyses - self-perceptions FINDINGS

A

cultural socialization had positive effects

prep for bias had null effects

45
Q

Wang et al 2020 meta analyses - internalizing symptoms FINDINGS

A

cultural socialization had null effects

prep for bias had negative effects

46
Q

Wang et al 2020 meta analyses - externalizing problems FINDINGS

A

cultural socialization had positive effects

prep for bias had negative effects

47
Q

Wang et al 2020 meta analyses - prep for bias sometimes…

A

increases risk for externalizing and internalizing symptoms

48
Q

Huguley et al - How is parental ERS associated with ERI among youth of colour? SETUP

A

68 studies included

no ERS > ERI studies focusing on indigenous populations

77% cross sectional

49
Q

Huguley et al - How is parental ERS associated with ERI among youth of colour? ERS FINDINGS

A

all forms of ERS were associated with stronger overall ERI

EXCEPT for PROMOTION OF MISTRUST

(strongest association was with cultural socialization)

50
Q

Huguley et al - How is parental ERS associated with ERI among youth of colour? ERI FINDINGS

A

parental ERS associated with all dimensions of ERI

EXCEPT for PUBLIC REGARD

51
Q

potential sources of ERS aside from parents

A
  1. siblings
  2. grandparents/extended family
  3. schools & people in schools
  4. romantic partners
  5. people online/popular media

probably several more

52
Q

sibling socialization from Mixed-Ish

A

sibling conversation - older sister and little brother

“by pretending to be Mexican, don’t you realize you’re rejecting who you are?”

“I’m not upset about being mixed, I’m annoyed about explaining what being mixed is”

big sister says she has his back, and that he doesn’t have to answer those questions”

“don’t deny the experience of being you” and the whole family says “we’ll always be here for you”

really messages of cultural socialization and pride

53
Q

additional factors to consider when thinking about ERS in schools

A
  1. mainstream socialization
  2. promotion of cultural competence
  3. critical consciousness socialization
54
Q

ERS in schools - mainstream socialization

A

“at [university name] you’ve learned about what it means to be American”

55
Q

ERS in schools - promotion of cultural competence

A

“your coursework exposes you to diverse cultures and traditions”

ie. multicultural fairs, in-depth coursework and study opportunities

56
Q

ERS in schools - critical consciousness socialization

A

“your instructors encourage your political and social awareness of issues affecting your cultures”

“you have opportunities to learn about social justice”

extends PAST prep for bias

57
Q

Byrd & Legette - how is school ERS related to youth’s ERI? WHAT 2 Q’s DID THEY ASK

A
  1. how are dimensions of school racial socialization associated with ERI and out-group attitudes?
  2. do these relations vary by ethnic-racial group?
58
Q

Byrd & Legette - how is school ERS related to youth’s ERI? SETUP

A

N = 819 sixth-twelfth graders

80% high school

20% middle school

25% Black, Latinx, Asian, White

59
Q

Byrd & Legette - how is school ERS related to youth’s ERI? RACIAL GROUP FINDINGS

A

no differences between racial groups

60
Q

Byrd & Legette - how is school ERS related to youth’s ERI? FINDINGS for promotion of cultural competence

A

promotion of cultural competence POS association

with OTHER GROUP ORIENTATION

61
Q

Byrd & Legette - how is school ERS related to youth’s ERI? FINDINGS for cultural socialization

A

cultural socialization POS association

with EXPLORATION and COMMITMENT

62
Q

Byrd & Legette - how is school ERS related to youth’s ERI? FINDINGS for critical consciousness socialization

A

critical consciousness NULL FINDINGS all around

63
Q

Byrd & Legette - how is school ERS related to youth’s ERI? FINDINGS for mainstream socialization

A

mainstream socialization (US norms) POS association

with EXPLORATION, COMMITMENT and OTHER GROUP ORIENTATION

64
Q

Byrd & Legette - how is school ERS related to youth’s ERI? DIMENSIONS OF SCHOOL ERS

A
  1. promotion of cultural competence
  2. cultural socialization
  3. critical consciousness socialization
  4. mainstream socialization (US norms)
  5. colourblind socialization
65
Q

Byrd & Legette - how is school ERS related to youth’s ERI? ERI AND OUTGROUP ATTITUDES

A
  1. exploration
  2. commitment
  3. other group orientation (desire to interact with outgroup)
66
Q

Byrd & Legette - how is school ERS related to youth’s ERI? OVERALL…

A

seems like school ERS is having notable, important impacts on IDENTITY and students’ OPENNESS to associating with outgroup members

67
Q

general summary: other sources of ERS

A
  1. ERS from parents is extremely important, but we shouldn’t ignore or discount all the ERS coming from other sources (ie. schools, peers, siblings etc)
  2. need much more research examining these other sources
68
Q

need more research examining other ERS sources: examples for future worrk

A
  1. how do PARTNERS in INTERRACIAL relationships talk about race/ethnicity/culture and discrimination?
  2. how do SIBLINGS engage in ERS with one another? might GENDER and AGE of the sibling matter? what about PHENOTYPE differences between siblings?
  3. what about when PARENTAL ERS MSGS CONFLICT with each other?
69
Q

white parents socializing multiracial or transracial adoptees

A

tend to be 3 ways this happens

  1. ENCOURAGING youth to learn about their marginalized groups AND learning themselves
  2. PASSIVELY WAITING for children to bring things up
  3. COLOUR-EVASIVENESS - downplaying cultural and phenotypic diffs
70
Q

white parents of multiracial/transracial adoptee kids have…

A

DIFFERENT racialized experiences than their kids

may MISS some of the SUBTLE RACIALIZED MESSAGES and micro-aggressions their youth experience

often results in very LOW LEVELS of PREP FOR BIAS socialization

71
Q

white parents of adoptee marginalized children often engage in low levels of…

A

prep for bias socialization

72
Q

ERS in white families

A

umana-taylor & hill 2020 review turned up mostly QUALITATIVE studies

some white ERS scales CURRENTLY under development to be able to better capture these processes

for ERI, can’t often use existing scales with White families - certain aspects are MORE or LESS RELEVANT

73
Q

example of why can’t use existing ERI scales with White families

A

certain aspects are more or less relevant

Tran et al found that when White emerging adults reported

MORE PREP FOR BIAS growing up (people will discriminate against you because you’re white or because you’re white you’ll have to work twice as hard for half the reward compared to people of colour)

they tended to be higher in SOCIAL DOMINANCE ORIENTATION (SDO)

maybe interesting, but these prep 4 bias messages don’t mean the same thing as among POC because of current systemic inequalities

74
Q

more prep for bias in white children tended to coincide with…

A

higher SDO

interesting - these prep 4 bias messages don’t mean the same thing as among POC because of current systemic inequalities

75
Q

goals of ERS in White families

A
  1. awareness of privilege (77% of sample)
  2. taking action (77% of sample)
  3. understanding racism (74% of sample)
  4. valuing diversity (69% of sample)
76
Q

awareness of privilege: ERS goal in white families

A

77% of sample reported this

both general AWARENESS and sense of RESPONSIBILITY to do something about it

77
Q

taking action: ERS goal in white families

A

77% of sample reported this

mostly VAGUE as to what action was

when more specific, often STICKING UP FOR FRIENDS & STRANGERS when things happen

fewer talked about taking action against BROADER SYSTEMS

78
Q

awareness of privilege: ERS goal in white families - QUOTE

A

“I think parents of White males have a profound responsibility…to help them understand that they’re gonna inherit a space that…has privileged you. and if you want to be a part of that, you’re going to have to build some stamina around that.”

79
Q

taking action: ERS goal in white families - QUOTE

A

“we write letters, we call people - our elected people up”

“we need to write bills, we need to promote candidates who are going to do the right thing

“getting involved and voting”

80
Q

understanding racism: ERS goal in white families

A

list of variability about mentioning systemic nature vs generally talking about it

if systems were mentioned, history of racism also mentioned to explain current systems

81
Q

valuing diversity: ERS goal in white families

A

exposure

comfort and appreciation of diversity

understanding benefits of diversity

82
Q

valuing diversity: ERS goal in white families - QUOTES

A

“I love taking him [to a jazz festival] and just exposing him to people who are all in our neighbourhood. and they don’t look like him or I”

“I want him to not be leery or afraid of “the other” or feel threatened by people who look different than he is… we all have different ways of approaching the world, different cultures, and different beliefs, but not to be threatened by that”

83
Q

summary - white ERS

A

very important topic - lots of room for impactful research

need better measurement and more quantitative work

can see how goals and practices look different relative to POC

more about understanding positionality and place in unequal system + how to address and work against that unequal system whilst sticking up for people oppressed by it

84
Q

what is ERS competency

A

not just the content or the what, but the HOW

3 components

a. CONFIDENCE

b. SKILLS

c. STRESS

85
Q

ERS competency: CONFIDENCE

A

confidence in ability to give ERS messages in an effective manner

86
Q

ERS competency: SKILLS

A

degree to which parent UNDERSTANDS and feels PREPARED

through REPEATED EXERCISE to engage in ERS

87
Q

ERS competency: STRESS

A

how stressful the parent perceives the communication to be

impacts how often parents will initiate these convos and how well they have them

88
Q

why does ERS competency matter? why not just focus on ERS message content?

A

differing levels of confidence, skills and stress can serve as FACILITATORS or BARRIERS to parental ERS delivery

  1. if ERS convos are stressful, parents may AVOID them
  2. do you want to talk about difficult subjects when you don’t feel confident in your ability to engage?
89
Q

STUDY SETUP: are there patterns of parental ERS content & competency?

A

N = 585 parents of teens (~33% Black, Latinx, Asian)

~60% others

US sample, but 46% born outside US

cross-sectional study

90
Q

GENERAL STUDY FINDINGS - are there patterns of parental ERS content & competency?

A

3 patterns

  1. low competency, low ERS
  2. high competency, high ERS
  3. high stress, low prep for bias
91
Q

pluralism - STUDY are there patterns of parental ERS content & competency?

A

celebrating people’s cultural differences

92
Q

promotion of equality - STUDY are there patterns of parental ERS content & competency?

A

acting like everyone is equal

93
Q

WHAT DID THEY LOOK AT? STUDY are there patterns of parental ERS content & competency?

A

ERS competency (split into confidence, skills, general stress, call to action stress)

confidence, skills, general stress, call to action stress

pride, mistrust, bias, minimization of race, pluralism, equality, mistrust, minimization of race

94
Q

profile ONE - STUDY are there patterns of parental ERS content & competency?

A

less prepared, stressed, low frequency

N = 285

CONFIDENCE: low

SKILLS: low

STRESS: moderate

give FEW ERS messages across the board

95
Q

profile TWO - STUDY are there patterns of parental ERS content & competency?

A

prepared, low stress, frequent socializers

N = 204

CONFIDENCE: high

SKILLS: high

STRESS: low

give MODERATE ERS messages

96
Q

prepared, low stress, frequent socializers - what are their ERS messages like?

A

give moderate ERS messages

slightly more EGALITARIAN messages

versus cultural socialization and prep for bias

97
Q

profile THREE - STUDY are there patterns of parental ERS content & competency?

A

prepared, stressed, frequent socializers

CONFIDENCE: moderately high

SKILLS: moderately high

STRESS: very high

high ERS messages across the board (including negative messages)

98
Q

prepared, stressed, high frequency socializers - had greatest…

A

lifetime exposure to ethnic racial discrimination

99
Q

final summary of ERS

A
  1. messages transmitted to youth about meaning and importance of race/ethnicity + discrimination and coping with it
  2. several diff types of messages
  • non-parental sources (ie. schools) may provide relevant messages
  1. lots of positive psychological impacts of cultural socialization
  • prep for bias effects more mixed
  1. many diff types of ERS impact youth ERI
  2. white families need to socialize their kids around race to create allies and reduce systemic inequalities
  3. need to think of the ‘how’ (ERS competency) not just the what (ERS content)

Psyc 411 (25 decks)

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