Oct 30 Flashcards

Question

strongest predictor of delaying conversations about race

Answer 1

underestimation of child racial awareness

Answer 2

immigrant parents report lower frequency of prep for bias

Answer 3

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

Answer 4

(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"

Answer 5

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

Answer 6

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

Answer 7

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

Answer 8

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

Answer 9

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

Answer 10

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

Answer 11

1. colour evasive 2. cultural pluralism

Answer 12

"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"

Answer 13

explosion of research on ERs in 2010s so, authors wanted to REVIEW ALL PARENTAL ERS ARTICLES published in the 2010s 259 total studies reviewed

Answer 14

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

Answer 15

cultural socializtion 70% of studies found PROMOTIVE/PROTECTIVE effects 4% found RISK

Answer 16

prep for bias 33% of studies reported NULL FINDINGS 9% found MIXED FINDINGS 26% found PROMOTIVE/PROTECTIVE effects 15% found RISK

Answer 17

cultural socialization: context-dependent 14% of the time prep for bias: context-dependent 17% of the time

Answer 18

wanting to get more specific with outcomes 2 meta-analyses 1. parental ERS > psychosocial and behavioural adjustment 2. parental ERS > academics

Answer 19

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)

Answer 20

cultural socialization prep for bias had positive effects on academic adjustment

Answer 21

cultural socialization had positive effects prep for bias had null effects

Answer 22

cultural socialization had null effects prep for bias had negative effects

Answer 23

cultural socialization had positive effects prep for bias had negative effects

Answer 24

increases risk for externalizing and internalizing symptoms

Answer 25

68 studies included no ERS > ERI studies focusing on indigenous populations 77% cross sectional

Answer 26

all forms of ERS were associated with stronger overall ERI EXCEPT for PROMOTION OF MISTRUST (strongest association was with cultural socialization)

Answer 27

parental ERS associated with all dimensions of ERI EXCEPT for PUBLIC REGARD

Answer 28

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

Answer 29

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

Answer 30

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

Answer 31

"at [university name] you've learned about what it means to be American"

Answer 32

"your coursework exposes you to diverse cultures and traditions" ie. multicultural fairs, in-depth coursework and study opportunities

Answer 33

"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

Answer 34

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

Answer 35

N = 819 sixth-twelfth graders 80% high school 20% middle school 25% Black, Latinx, Asian, White

Answer 36

no differences between racial groups

Answer 37

promotion of cultural competence POS association with OTHER GROUP ORIENTATION

Answer 38

cultural socialization POS association with EXPLORATION and COMMITMENT

Answer 39

critical consciousness NULL FINDINGS all around

Answer 40

mainstream socialization (US norms) POS association with EXPLORATION, COMMITMENT and OTHER GROUP ORIENTATION

Answer 41

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

Answer 42

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

Answer 43

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

Answer 44

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

Answer 45

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?

Answer 46

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

Answer 47

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

Answer 48

prep for bias socialization

Answer 49

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

Answer 50

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

Answer 51

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

Answer 52

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)

Answer 53

77% of sample reported this both general AWARENESS and sense of RESPONSIBILITY to do something about it

Answer 54

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

Answer 55

"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."

Answer 56

"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"

Answer 57

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

Answer 58

exposure comfort and appreciation of diversity understanding benefits of diversity

Answer 59

"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"

Answer 60

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

Answer 61

not just the content or the what, but the HOW 3 components a. CONFIDENCE b. SKILLS c. STRESS

Answer 62

confidence in ability to give ERS messages in an effective manner

Answer 63

degree to which parent UNDERSTANDS and feels PREPARED through REPEATED EXERCISE to engage in ERS

Answer 64

how stressful the parent perceives the communication to be impacts how often parents will initiate these convos and how well they have them

Answer 65

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?

Answer 66

N = 585 parents of teens (~33% Black, Latinx, Asian) ~60% others US sample, but 46% born outside US cross-sectional study

Answer 67

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

Answer 68

celebrating people's cultural differences

Answer 69

acting like everyone is equal

Answer 70

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

Answer 71

less prepared, stressed, low frequency N = 285 CONFIDENCE: low SKILLS: low STRESS: moderate give FEW ERS messages across the board

Answer 72

prepared, low stress, frequent socializers N = 204 CONFIDENCE: high SKILLS: high STRESS: low give MODERATE ERS messages

Answer 73

give moderate ERS messages slightly more EGALITARIAN messages versus cultural socialization and prep for bias

Answer 74

prepared, stressed, frequent socializers CONFIDENCE: moderately high SKILLS: moderately high STRESS: very high high ERS messages across the board (including negative messages)

Answer 75

lifetime exposure to ethnic racial discrimination

Answer 76

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 3. lots of positive psychological impacts of cultural socialization - prep for bias effects more mixed 4. many diff types of ERS impact youth ERI 5. white families need to socialize their kids around race to create allies and reduce systemic inequalities 6. need to think of the 'how' (ERS competency) not just the what (ERS content)