Silenced Stories: Asian American Youth Narratives on Parental Ethnic-Racial Socialization

• In Event: Co-Constructing Counternarratives with Asian and Asian American Youth and Communities

Proposal

Parental ethnic-racial socialization (ERS) plays a crucial role in shaping children's ethnic-racial identities and psychological well-being (Hughes et al., 2006). Despite being one of the fastest-growing racially minoritized groups in the United States, Asian Americans have received limited attention in ERS literature (Nieri et al., 2024). To address this research gap, this study investigates (a) the diversity of Asian American youths’ parents' ERS practices and (b) how these youths perceive and interpret these practices.
Using the Asian American Parental Racial-Ethnic Socialization (APRES) framework (Juang et al., 2016), we conducted qualitative interviews with 30 Asian American youths aged 17-22. Participants represented various ethnic backgrounds, including Vietnamese, Indian, Chinese, Filipino, Korean, and others. Three researchers were involved in the analysis, using thematic analysis methods (Clarke & Braun, 2021).
Our analysis revealed several key themes in Asian American parental ERS practices. First, heritage culture preservation emerged as a core parental ERS practice, with all participants recognizing their parents' efforts to maintain ethnic and racial heritage through sharing family history, engaging in cultural activities, retaining heritage language, and celebrating traditional events. Many youths expressed a desire for enhanced heritage culture engagement, wishing their parents had taught them more about their heritage language and cultural history.
This study also found that approaches to racial discussions varied, with 19 out of 30 youths reporting no conversations about racism or discrimination with their parents. Barriers included cultural norms discouraging discussion of sensitive topics and youths avoiding burdening their parents with additional stress. When racial discussions did occur, some families engaged in reverse socialization, where youths educated their parents about racial issues after encountering discrimination firsthand. While some parents provided guidance on addressing racial discrimination passively, such as advising avoidance, others offered active guidance, encouraging seeking support or standing up for oneself.
Lastly, the complexity of parental ERS was evident in youths’ acknowledgment of parental pluralism advocacy and instances where they understood and resisted their parents' prejudices. Some youths recognized that navigating dual cultures fostered their own sense of cultural pluralism, often viewing this as their personal responsibility. When parents advised avoiding certain groups, youths frequently assumed an educative role, helping their parents understand different perspectives.
This research contributes to the growing body of literature on Asian American parental ERS by providing insights from youth perspectives and highlighting the resilience and resourcefulness of immigrant families. The study also offers unique insights into the experiences of Asian American youth residing in Louisiana, a region that often receives less attention in research. Given that only 2% of Louisiana's population is Asian (APIV, 2022), these findings shed light on the particular experiences of Asian American youths in areas with smaller Asian populations (Zhou & Bankston, 1998). Practically, our findings underscore the multifaceted nature of ERS in Asian American families and the need for more tailored research and support. The lack of the racial discussions also highlights the necessity of resources to help immigrant parents navigate racial socialization in the U.S. context.

Authors

• Danbi Choe, Louisiana State University

• Kai Zhuang Shum

• Courteney Johnson, Fordham University