Most Frequently Used Emotion Regulation Strategies of Black Students Reflect Parental Socialization

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Out-of-School Factors Influencing Emotion Regulation, Achievement, and SEL Skills (Table 11)

Abstract

This study examines how Black students most frequently used emotion regulation strategies that reflect their parents' emotional socialization practices, which balance supportive (problem-solving, reframing) and unsupportive (withdrawal, avoidance) responses to protect their children against racial discrimination. Analysis of 552 Black students’ (grades 1-12) responses to the Student Emotion Regulation Assessment revealed that problem-solving, distraction, reappraisal, and avoidance/escape were the most used strategies. There were significant age and gender differences, with male students and seventh and twelfth graders preferring avoidance/escape. Males and females utilized reappraisal more than students with unidentified gender. Results highlight the nuanced dynamics of parental socialization in Black families. Exploration of these dynamics to further culturally responsive, equity-based Social and Emotional Learning (SEL) resources is warranted.

Authors

• Jordyn Lee Barkley, Spelman College

• Zi Jia Ng, Yale University

• Christina Cipriano, Yale University