Racial/Ethnic Socialization and Parental Involvement in Education as Predictors of Cognitive Ability and Achievement in African American Children

Racial/ethnic socialization has not been studied in the context of other parenting behaviors such as parental involvement in education and its relationship to children??s cognitive outcomes. The present study tested the impact of racial/ethnic socialization and parental involvement in education on cognitive ability and achievement in a sample of African American youth. Two dimensions of racial/ethnic socialization, cultural exposure (i.e., exposure to diverse cultures) and cultural socialization (i.e., in-group pride), were examined in a sample of 92 African American mother?Cchild dyads, of which 50% were female. Maternal reports of involvement during their child??s 5th grade year were examined as a moderator in the relationship between racial/ethnic socialization and cognitive ability and achievement. Hierarchical regression analyses revealed that mothers?? reports of cultural exposure messages measured in 4th grade predicted children??s scores on 5th grade assessments of passage comprehension. There was also a significant interaction indicating that greater cultural exposure and more parental involvement in education predicted better reading passage comprehension scores over time. The implications for assessing dimensions relevant to cognitive ability and achievement in African American children are discussed.     

Culturally Distinctive and Academic Socialization: Direct and Interactive Relationships with African American Adolescents’ Academic Adjustment

Theories of ethnic minority development have largely suggested that African American parents engage in a combination of practices that include culturally distinctive socialization as well as behaviors that are characteristic of more universal forms of academic socialization. However, few studies have examined how these socialization dimensions interact to influence the academic adjustment of African American adolescents. The current study explored the independent and interactive roles of parental academic and culturally distinctive socialization on the academic adjustment of African American adolescents. The sample was comprised 144 African American adolescents (M = 12.4; SD = 1.14; 56% female). Findings provided partial support that cultural and academic socialization were independently associated with indicators of academic adjustment. However, the interaction between these dimensions also was associated with youths’ adjustment in the academic domain.     

Prospective Links Between Ethnic Socialization,Ethnic and American Identity,and Well-Being Among Asian-American Adolescents

Ethnic socialization and ethnic identity have been related to positive outcomes, but little research has examined these associations longitudinally. This three-wave study prospectively linked socialization messages at Time 1, ethnic identity and American identity at Time 2, and self-esteem and depressive symptoms at Time 3 in 147 (58 % female; 25 % first-generation) Asian-American adolescents. The results indicated positive links between cultural socialization messages and ethnic and American identity, though the latter association was significant only for females. Ethnic identity was positively related to self-esteem, and mediated the positive effect of cultural socialization on self-esteem. The promotion of mistrust was positively linked to self-esteem and negatively related to ethnic identity, though this latter association was significant for foreign-born youth only. Our findings highlight the importance of elucidating prospective links in identity development, and examining gender and generational differences within them.     

Ethnic and American Identity as Predictors of Self-Esteem Among African American,Latino, and White Adolescents

In order to examine ethnic and American identity as predictors of self-esteem among adolescents, we surveyed 669 American-born high school students (372 Latinos, 232 African Americans, and 65 Whites). Participants completed measures of self-esteem, ethnic identity, American identity, attitudes toward other groups, and demographic variables. Multiple regression analyses of self-esteem were carried out separately for each ethnic group, using ethnic and American identity, other-group attitudes, gender, age, socioeconomic status, and grade point average as predictors. Results indicated that for all groups ethnic identity was a significant predictor of self-esteem. For the White students only, American identity was a strong predictor of self-esteem and was highly correlated with ethnic identity. Other predictors varied across ethnic groups. Although ethnic identity was a significant predictor of self-esteem, it accounted for a relatively small proportion of the variance, suggesting the importance of other influences on self-esteem.     

The Development of Stereotypes About the Rich and Poor: Age,Race, and Family Income Differences in Beliefs

African American and European American 4th, 6th, and 8th graders rated the competence of rich and poor children in academics (i.e., math, science, reading, writing, school grades, smartness), sports, and music. In contrast to middle school students, 4th graders favored the rich in all 3 domains. Youth of both races reported that the rich were more competent in academics than the poor; these beliefs were especially pronounced among Black youth. White, older, and more affluent students favored the poor in sports, whereas their counterparts either favored the rich or were egalitarian. No interactions were found between grade and race or grade and family income. The implications of these beliefs for policy and identity development theory are discussed. Doctoral student at the University of North Carolina, Chapel Hill. Research interests include the influence of race identity, race socialization, and stereotypes on the academic achievement of African American youth. Associate Professor at the University of North Carolina, Chapel Hill. Received Ph.D. in Psychology at the University of Notre Dame. Her research specialty is the development of children's achievement-related beliefs. Assistant Professor at the University of Michigan. Received Ph.D. from the University of Virginia. Research interests include predictors of academic self-views in children and adolescents.     

The child's awareness of adult beliefs concerning the child: The effects of gender and subculture

Patterns of agreement among mothers' and teachers' beliefs about their children, children's self-beliefs, and children's beliefs about adults' beliefs were investigated among Afro-American inner city matrifocal families. Findings were compared to those previously obtained with Italian-American families. Twenty-four mothers, their 10–12-year-old children, and their children's teachers were administered the Family Belief Interview Schedule assessing adult beliefs about the child and the child's beliefs about adult beliefs. Findings indicated that children were more accurate in predicting teachers' than mothers' beliefs. Among Afro-American children and in the combined Afro-American and Italian-American samples, girls, relative to boys, were more accurate in predicting mothers' beliefs, assumed greater similarity of mothers' beliefs to their own, and assumed greater consistency between mothers' and teachers' beliefs. Among boys, relative to Italian-Americans, Afro-Americans assumed significantly less similarity of mothers' beliefs to their own. These findings are interpreted within a subcultural family socialization framework.Research interests include child and adolescent development within the context of the family, developmental psychopathology, and socialization processes.Research interests include the development of social cognition, family interactional styles and belief systems, and developmental theory.     

Ethnic-Racial Socialization and Adjustment Among Latino College Students: The Mediating Roles of Ethnic Centrality, Public Regard, and Perceived Barriers to Opportunity

Parents?? efforts to socialize their children around issues of ethnicity and race have implications for well-being in several life domains, including academic and psychological adjustment. The present study tested a multiple mediator model in which parental ethnic-racial socialization was linked to psychological adjustment through two dimensions of ethnic identity (ethnic centrality and public regard) as well as two types of perceived barriers to opportunity (language and economic). Data were drawn from a sample of Latino students (N = 227; 65% women) attending a highly selective university. Results suggest that cultural socialization was related to self-esteem, depressive symptoms, and physical symptoms, and that part of its association with self-esteem was mediated by ethnic centrality beliefs. In contrast, preparation for bias had few direct associations with adjustment in this sample; this type of ethnic-racial socialization primarily functioned through its association with public regard and perceived language barriers to upward mobility. Moreover, in predicting self-esteem, public regard and perceived language barriers exhibited equally important roles as mediators of preparation for bias. These findings extend previous research, and implications for future research on ethnic-racial socialization among Latinos are discussed.     

Perceived Support and Internalizing Symptoms in African American Adolescents: Self-Esteem and Ethnic Identity as Mediators

Existing research leaves a gap in explaining why African American adolescents do not exhibit more anxiety and depression than other youth, at the same time that they experience more contextual risk factors. The current study examined the roles of social support as well as possible mediators self-esteem and ethnic identity (sense of belonging to one’s ethnic group) in reducing internalizing symptoms in 227 African American adolescents (mean age = 12.55). Structural equation models indicated that self-esteem and ethnic identity partially mediated the relation between social support and depression. For depression, ethnic identity accounted for more of the social support effect for males, whereas self-esteem had more impact for females. The mediation model for anxiety was supported in females, with self-esteem more important than ethnic identity. The results suggest that ethnic identity and self-esteem function as important links in how social support reduces internalizing symptoms in African American youth. Assistant Professor, Clinical Psychology, Loyola University Chicago. Received Ph.D. in Psychology from The University of Memphis. Current interests include coping and resilience in African American youth and the role of family characteristics in children and adolescents’ stress and coping processes. Teaching Associate, School of Education and Social Policy, Northwestern University. Received Ph.D. in Psychology from University of Rhode Island. Research interests include ethnic identity in African American youth and the effects of exposure to violence on well-being. Assistant Professor, Human Development and Social Policy, Northwestern University. Received Ph.D. in Psychology from University of California, Riverside. Primary research examines the nature and effects of socialization, father’s involvement, and how they interact with gender, race, and SES to impact youths’ academic and social development. Professor, Clinical and Developmental Psychology, Loyola University Chicago. Received Ph.D. in Human Development from the University of Chicago. Current research interests include the developmental stage of adolescence with a focus on the daily experience of urban African American young adolescents and how this relates to their psycho- social well being. Dr. Richards served as a Predoctoral Adolescent Fellow (1979–1981) and Postdoctoral Adolescent Fellow (1984–1985) at the Clinical Research Training Program in Adolescence in Chicago, IL, which was co-directed by Dr. Daniel Offer., Loyola University Chicago, 6525 N. Sheridan Rd., Chicago, IL, 60626 USA Visiting Professor, Humphrey Institute of Public Affairs; President, University of Minnesota and Global Philanthropy Alliance. Received Ph.D. in Measurement, Evaluation, and Statistical Analysis from the University of Chicago. Research interest is in adolescent development. Dr. Petersen served as Coordinator of the Clinical Research Training Program in Adolescence (1978–1982) and Associate Director (1976–80) and Director (1980–82) of the Laboratory for the Study of Adolescence at Michael Reese Hospital and Medical Center (Chicago, IL) where Dr. Daniel Offer served as Director of the Department of Psychiatry. Dr. Petersen and Dr. Offer collaborated on numerous research papers while working together at Michael Reese Hospital., University of Minnesota and Global Philanthropy Alliance USA     

Who is Likely to Help and Hurt? Profiles of African American Adolescents with Prosocial and Aggressive Behavior

Prosocial behavior and aggression among children and adolescents are important indicators of social and interpersonal competence. The goal of this study was to investigate whether there are different prototypes among African American adolescents that can help explain prosocial and aggressive (relational and overt) behaviors. Also of interest was whether these profiles differed for boys and girls. The selection of independent variables (e.g., empathy, anger management, normative beliefs about aggression, and ethnic identity) was guided by an information processing model of aggression and prosocial behaviors. The sample consisted of 789 (57% female) African American adolescents between the ages of 11 and 14. Cluster analysis produced three profiles that were similar for boys and girls. These were labeled “well-adjusted,” “poorly adjusted,” and “low identity.” A fourth profile was labeled “low empathy” for girls and “poor anger management” for boys. These four clusters significantly differentiated who engaged in prosocial behavior and relational and overt aggression. Findings suggest that prevention programs may consider targeting well-adjusted youth to serve as peer modes. Additionally, programs that promote empathy, anger management, ethnic identity, and normative beliefs against aggression may be useful for reducing aggression and increasing prosocial behavior among poorly adjusted youth.     

African–American Parents’ Racial and Ethnic Socialization and Adolescent Academic Grades: Teasing Out the Role of Gender

This study examined the relationship of racial and ethnic socialization and academic achievement in a sample of 218 African American adolescents (grades 9–12; 52% girls) attending a public high school in the northeastern United States. Researchers were particularly interested in whether adolescent gender moderated the relationship between racial and ethnic socialization and academic grades. Results indicated that aspects of ethnic socialization, African American cultural values and African American heritage were linked to adolescent grades. Additionally, adolescent gender was found to moderate the association between these socialization variables and grades. The findings also suggest that socialization provided by paternal caregivers around African American cultural values and African American heritage may have differential effects for academic grades than the socialization messages provided by maternal caregivers. Information generated from this study broadens the understanding of socialization factors that can facilitate positive academic outcomes in African American youth and has practical implications for parents and educators.

Ethnic Identity and Mental Health in American Indian Youth: Examining Mediation Pathways Through Self-esteem,and Future Optimism

Mental health functioning in American Indian youth is an understudied topic. Given the increased rates of depression and anxiety in this population, further research is needed. Using multiple group structural equation modeling, the current study illuminates the effect of ethnic identity on anxiety symptoms, depressive symptoms, and externalizing behavior in a group of Lumbee adolescents and a group of Caucasian, African American, and Latino/Hispanic adolescents. This study examined two possible pathways (i.e., future optimism and self-esteem) through which ethnic identity is associated with adolescent mental health. The sample (N = 4,714) is 28.53 % American Indian (Lumbee) and 51.38 % female. The study findings indicate that self-esteem significantly mediated the relationships between ethnic identity and anxiety symptoms, depressive symptoms, and externalizing behavior for all racial/ethnic groups (i.e., the total sample). Future optimism significantly mediated the relationship between ethnic identity and externalizing behavior for all racial/ethnic groups and was a significant mediator between ethnic identity and depressive symptoms for American Indian youth only. Fostering ethnic identity in all youth serves to enhance mental health functioning, but is especially important for American Indian youth due to the collective nature of their culture.     

A Closer Look at Peer Discrimination,Ethnic Identity,and Psychological Well-being Among Urban Chinese American Sixth Graders

Recent research suggests that although ethnic discrimination may have negative consequences for psychological well-being among youth of Chinese descent as it does for other ethnic groups, ethnic identity beliefs may buffer against such effects. Data for this study were drawn from the Early Adolescent Cohort Study, an investigation of contextual influences on the social, emotional, and academic adjustment of youth in ethnically diverse New York City middle schools. The present study sample consists of Chinese American (n = 84) and African American (n = 119) sixth graders. Results suggest that Chinese American youths’ own positive affect toward their ethnic group (private regard) was positively associated with higher self-esteem. In addition, the more favorably Chinese American youth perceived that others view their group (public regard), the fewer depressive symptoms they reported. In addition, among Chinese American youth, more favorable public regard attenuated the negative relationship between peer ethnic discrimination and depressive symptoms. The implications of these findings are discussed in light of the commonalities among ethnic and racial minority groups’ experiences of discrimination as well as the unique challenges that Chinese American youth face.

Substance Use Attitudes among Urban Black Adolescents: The Role of Parent,Peer, and Cultural Factors

This study examined the influence of perceived parental, peer, and cultural factors on Black American adolescent attitudes toward substance use. One-hundred-eight Black American youth (grades 9–12) from economically disadvantaged urban neighborhoods of New York, completed self-report measures on: (a) parent-child involvement, parental supervision, and parent attitudes toward high risk behaviors; (b) peer bonds and peer attitudes toward high risk behaviors; and (c) ethnic identity, parental racial socialization, and extended family support. Youth disapproval of substance use was positively associated with higher perceived levels of peer and parental disapproval of high risk behaviors, parental supervision, and ethnic identity. Youth who reported parental messages about racial discrimination without balanced parental messages about racial pride and racial equality were more likely to approve substance use. Assistant Professor in the Department of Preventive Medicine and Community Health, State University of New York Downstate Medical Center. Her research interests include socio-cultural factors in the prevention of youth substance use, sexual risk, and violence. Director, Center for Ethics Education and Marie Ward Doty Professor of Psychology at Fordham University. Current research interests include research ethics with vulnerable populations, including children and adolescents.     

African American and White Adolescents' Strategies for Managing Cultural Diversity in Predominantly White High Schools

This study examined 3 strategies that African American and White participants (9th–12th grade) used to manage cultural diversity: multicultural, separation, and assimilation/acculturation strategies. Older African American adolescents endorsed multicultural strategies (integration/fusion and alternation) more strongly and separation less strongly than their younger African American peers. The reverse pattern was found for White adolescents. With respect to peer relations, separation and multicultural strategies were associated with cross-ethnic peer relations for both African American and White respondents. For African American adolescents, multicultural strategy endorsement was positively related to ethnic identity; particularly for older compared with younger African American adolescents, assimilation/acculturation was a strategy associated with a less strongly positive sense of ethnic identity. The results are discussed in relation to forces supporting adolescents' strategy development, and the implications of strategy usage for adjustment in predominantly White schools.     

Self-esteem,self-concept stability,and aspects of ethnic identity among minority and majority youth in the Netherlands

This study investigates the relationship between ethnic identity and self-feelings among minority and majority youth living in the Netherlands. Contrary to existing studies, not only global self-esteem is assessed but also self-concept stability, and in addition, not only ethnic group membership was studied but also different aspects of ethnic identity: ethnic group identification and ingroup evaluation. There were no significant differences between minority and majority youth for global self-esteem and for self-concept stability. In addition, among the various ethnic groups there was only a small group who reported fluctuating self-feelings. However, as predicted, minority youth identified more strongly with their ethnic group and evaluated their group more positively than Dutch contemporaries. It is concluded that research should pay attention to the different aspects involved in order to understand more fully the possible consequences of ethnic minority identity for psychological well-being.Received Ph.D. in social psychology from Erasmus University, Rotterdam. Major research interests are in self-concept and identity among minority youth, and in interethnic relations.     

Parental Involvement and Adolescent Academic Outcomes: Exploring Differences in Beneficial Strategies across Racial/Ethnic Groups

Gaps in educational outcomes between racial/ethnic and socioeconomic groups persist in the United States, and parental involvement is often cited as an important avenue for improving outcomes among racially/ethnically diverse adolescents. This study utilized data from the Education Longitudinal Study 2002–2013 (56% female, N?=?4429), which followed 10th-graders through high school and ten years post-high school, to examine the links between parental involvement strategies and academic outcomes (grade point average and educational attainment). Participants included white, African American, and Hispanic/Latino adolescents from low-SES families. This study used recursive partitioning, a novel analytic strategy used for exploring higher-order interactions and non-linear associations among factors (e.g., parental educational involvement strategies) to predict an outcome (e.g., grade point average or educational attainment) through step-wise partitioning. The results showed that the combination of greater academic socialization and school-based involvement was beneficial for all adolescents’ grade point average, whereas the combination of home-based involvement with academic socialization and school-based involvement yielded mixed results. Greater academic socialization and home-based involvement appeared beneficial for educational attainment among African American and Hispanic/Latino adolescents, but not white adolescents. More home-based involvement and less academic socialization were associated with less educational attainment for white adolescents. Overall, the findings showed different combinations of parental educational involvement strategies were beneficial for adolescents across racial/ethnic groups, which may have implications for practice and policy.     

Examining the Protective Effect of Ethnic Identity on Drug Attitudes and Use Among a Diverse Youth Population

Ethnic identity is an important buffer against drug use among minority youth. However, limited work has examined pathways through which ethnic identity mitigates risk. School-aged youth (N?=?34,708; 52?% female) of diverse backgrounds (i.e., African American (n?=?5333), Asian (n?=?392), Hispanic (n?=?662), Multiracial (n?=?2129), Native American (n?=?474), and White (n?=?25718) in grades 4–12 provided data on ethnic identity, drug attitudes, and drug use. After controlling for gender and grade, higher ethnic identity was associated with lower past month drug use for African American, Hispanic, and Multiracial youth. Conversely, high ethnic identity was associated with increased risk for White youth. An indirect pathway between ethnic identity, drug attitudes, and drug use was also found for African American, Hispanic, and Asian youth. Among White youth the path model was also significant, but in the opposite direction. These findings confirm the importance of ethnic identity for most minority youth. Further research is needed to better understand the association between ethnic identity and drug use for Multiracial and Hispanic youth, best ways to facilitate healthy ethnic identity development for minority youth, and how to moderate the risk of identity development for White youth.     

Temporal Influences of Family Structure and Family Risk Factors on Drug Use Initiation in a Multiethnic Sample of Adolescent Boys

This study examines the effects of family structure and family environments on the initiation of illicit drug use among a sample of U.S.- and foreign-born Hispanic/Latino, African American, and White non-Hispanic adolescent boys (N = 3413). Bivariate and multivariate analyses with longitudinal data, three years, were used to assess transitional/temporal influences of family variables on the initiation of illicit drug use. Findings revealed large differences in family structure among the three race/ethnic groups. African American adolescents report the lowest incidence of illicit drug use initiation, and the weakest effects of family structure and environment on substance use. Cumulative effects of family risk factors were strongly associated with increased probabilities of illicit drug use initiation, but there were temporal as well as race/ethnic variations on these effects. Deteriorating changes in family environments were stronger predictors of the initiation of drug use among Hispanic immigrants than nonimmigrants, and family socioeconomic status was a predictor for immigrant Hispanics only. The relationship between family structure and drug use initiation varied in the context of temporal indicators of family environments, and the accumulation of family risk factors was a stronger predictor of illicit drug initiation than family structure.     

Gender,ethnic group,and grade differences in psychosocial functioning during middle adolescence?

Prior research has found significant differences between ethnic groups in identity formation. However, most investigations have either failed to include or adjust for SES level differences. To reassess possible differences in psychosocial development between African American, American Indian, Mexican American, and White American 10th–12th grade male and female adolescents (n=123), ethnic groups were compared according to passive-active dimensions delineated in identity, sex role orientation, and locus of control. A series of analyses of covariance (using education level of father and mother as covariates) were computed using ethnicity, grade, and gender in the factorial model as main effects. Consistent with previous research, White adolescents scored significantly lower than the other groups on ideological foreclosure. Overall, however, more similarity than differences between the four ethnic groups were found. Older students were observed to be more psychosocially mature, and males scored higher than females on identity diffusion. Marginal support was gained for the proposed passive-active delineations of the dependent variables.Partial support for this project was provided to Gerald Adams through funding from the Utah State Agricultural Experiment Station, Logan, Utah, and the Social Science and Humanities Research Council, Ottawa, Canada.Received Ph.D. in developmental psychology from Department of Psychology, Utah State University. Research interests: identity formation, ego strength and psychosocial maturity in adolescence, interfaith dating and courtship, and ethnic contexts of development.(Visiting Professor, Division of Family Resources, West Virginia University, 1994–1995 academic year.) Received Ph.D. in human development and family studies, Pennsylvania State University. Research interests: personality and social development in adolescence, identity formation, parent-adolescent relationships, and adolescent social problems.