The Role of Mothers’ and Adolescents’ Perceptions of Ethnic-racial Socialization in Shaping Ethnic-racial Identity Among Early Adolescent Boys and Girls

The current study examined relationships between adolescents’ and mothers’ reports of ethnic-racial socialization and adolescents’ ethnic-racial identity. The sample included 170 sixth graders (49% boys, 51% girls) and their mothers, all of whom identified as Black, Puerto Rican, Dominican, or Chinese. Two dimensions of ethnic-racial socialization (cultural socialization and preparation for bias) were evaluated alongside three dimensions of ethnic-racial identity (exploration, affirmation and belonging, and behavioral engagement). Mothers’ reports of their cultural socialization predicted adolescents’ reports, but only adolescents’ reports predicted adolescents’ ethnic-racial identity processes. Mothers’ reports of preparation for bias predicted boys’ but not girls’ reports of preparation for bias. Again, only adolescents’ reports of preparation for bias predicted their ethnic-racial identity. Thus, several gender differences in relationships emerged, with mothers’ and adolescents’ perceptions of cultural socialization, in particular, playing a more important role in girls’ than in boys’ identity processes. We discuss the implications of these findings for future research.

“Yardsticks” for Victim Sensitive Process: Principle-Based Standards for Gauging the Integrity of Restorative Justice Process

For almost two decades restorative justice practices have demonstrated positive impacts on crime victim satisfaction when compared to court and other adversarial processes. Although restorative justice practice has by no means addressed the myriad needs of the majority of crime victims, researchers and policy makers have puzzled about how to interpret these generally positive findings. We suggest that remaining difficulties in interpretation and application of findings are due largely to (1) the lack of clear standards for gauging the integrity, or “restorativeness,” of interventions and (2) the failure to articulate logical mechanisms (i.e., intervention theories) that connect practices to immediate and intermediate outcomes, and these outcomes to long term changes in the well-being of victims, offenders, and communities. This article focuses primarily on the first problem, defining the “independent variable” in restorative practices aimed at having an impact on crime victims. Using qualitative data from a national case study, a principle-based approach to evaluation with implications for intervention theory and both input and outcome measures in future research is proposed and briefly illustrated.