Preparing Black and Latinx Children for Police Encounters: Child Self-Regulation and Observed Ethnic-Racial Socialization

• In Event: Ethnic Racial Socialization

Abstract

A rich literature base on ethnic-racial socialization (ERS) has established that it is a critical part of positive development in ethnic minority youth (Hughes et al., 2006). Still, gaps in knowledge remain regarding the conditions under which ERS optimizes development in children of color (Wang et al., 2019). We present findings from an exploratory longitudinal study examining observed ERS communication about a hypothetical police encounter, youth self-regulation, and internalizing behaviors among Black and Latinx early adolescents and their caregivers. Furthermore, we hypothesized that the goodness-of-fit between specific profiles of observed ERS and child behavior regulation would be differentially associated with child internalizing behaviors.

We examined conversations between 80 caregivers (45% Latinx; 55% Black) and their children (Mage = 11.09, SD = .29; 46% female) as they discussed a hypothetical police encounter. Using an adapted version of the Racial Socialization Observational Task and Coding System (Smith-Bynum et al., 2016), trained coders rated the conversations on 12 caregiver communications (i.e., beliefs about racism; stereotypes, advocacy; critical consciousness raising; suggestions; advocacy; supportiveness; safety; respect; 0-very low/ not present to 4-very high). Estimated rater accuracies ranged from good to outstanding (63% to 100%; computed by KappaAcc, Bakeman, 2018). We used a composite measure of inhibitory control (i.e., snack delay, wrapped gift, and forbidden toy tasks; measured at ages 2.5 and 3.5) and caregiver-report of the Child Behavior Checklist (CBCL) for internalizing behaviors at age 12.

A Latent Path Analysis (LPA; Mplus 8.1) suggested a 3-class solution was the best fit (Table 1). The 3 ERS classes were as follows:
Comprehensive (n = 34): provided an array of problem-solving strategies for coping with racial discrimination;
Reactive (n = 8): labeled racism and stereotyping as societal problems, but with limited provision of general racial coping strategies, respect- and safety-oriented responses;
Practical (n = 38): provided a moderate amount of specific suggestions for racial coping and supportiveness for youth coping, but decontextualized of racial/ethnic issues.

Exploratory mean comparisons of CBCL internalizing scores by ERS class and inhibitory control level (normative and low) were conducted. The Reactive profile was dropped due to its small size. Results for youth with low-stable inhibitory control were not significant, t (24) = -1.01, p = .33. However, differences in group means indicated that youth with low-stable inhibitory control and Practical caregivers trended towards lower average internalizing scores (M = 45.63, SD = 8.65) than those with Comprehensive caregivers (M = 50.30, SD = 12.94). Meanwhile, results for youth with early-normative inhibitory control were significant, t (24) = 2.41, p < .05. Youth with early-normative inhibitory control and Practical caregivers had higher scores at age 12 (M = 57.85, SD = 11.89) than youth with Comprehensive caregivers (M = 47.69, SD = 9.47).

For children gaining inhibitory control skills along a normative trajectory, less comprehensive ERS in the context of a police encounter scenario may be harmful over time. These exploratory results suggest that the goodness-of-fit between caregivers’ ERS approaches and children’s self-regulatory needs may matter more than either aspect on its own.

Authors

• Kimberly R. Osborne, Arizona State University
  Presenting Author

• Mia A. Smith-Bynum, University of Maryland - College Park
  Non-Presenting Author

• Leslie Anderson, University of Southern Mississippi
  Non-Presenting Author

• Ashley Ann Walsdorf, Alliant International University
  Non-Presenting Author

• Margaret Tresch Owen, University of Texas at Dallas
  Non-Presenting Author

• Margaret O'Brien Caughy, University of Georgia
  Non-Presenting Author