Parenting and Racial Socialization in Early Childhood from the Perspective of African American Mothers

• In Event: Racial Socialization and Positive Parenting Across Ages in African American Families

Abstract

Racial socialization centers African American families' values, perceptions, attitudes, and behaviors as a pathway of resiliency (Hughes et al., 2006). Its tenets include preparation for racial bias, egalitarianism, promotion of mistrust, cultural pride, and in some instances, racial silence (Blanchard, 2019; Coard et al. 2004; Gaskin, 2015). Broadly, proactive racial socialization processes buffer the impact of discriminatory events and improve academic, social-emotional, and behavioral outcomes for African American children (Neblett, Rivas, & Umaña-Taylor, 2012). Scholars note the timing of racial socialization as a salient factor for its effectiveness (Anderson et al., 2015); yet, there is a dearth of research on parents' utilization of racial socialization processes with young children. Early childhood is a critical developmental period where, "positive investments and toxic stressors may significantly alter the trajectory of a child's life" (Anderson et al., 2015, p. 2). How a child perceives race and racism is directly related to a parent's racial socialization experiences (White-Johnson et al., 2010). However, little is known about parents' perceptions of racial socialization and on-going parenting processes.

The current qualitative study examines the perspectives of African American mothers (N=14) about racial socialization and parenting of their preschoolers (ages 3-5). Families were recruited in partnership with a community organization in a large urban area. Semistructed interviews, consisting of open-ended questions and standard probes, were completed with mothers. The interview focused on a) early childhood parenting, b) learning through play, and c) feelings and behaviors surrounding race. While the current study focuses on the qualitative interview data, participants often referred to their experiences with race and discrimination using the Race-Related Stressful Events (RRSE; Landrine & Klonoff, 1996). Grounded in a phenomenological approach (Fonagy et al., 2002; Brento, 1995), theoretical coding (Glaser & Strauss, 1967), followed by thematic analysis (Braun & Clarke, 2006) was conducted. Dependability was achieved through data and investigator triangulation (Patton, 1999). Themes were identified by frequency and relevance to Hughes et al. (2006) ethnic-racial socialization and prevalent themes in early childhood parenting. Currently, most literature on racial socialization highlights quantitative measures, with fewer focused on qualitative inquiry (Williams et al., 2017). Therefore, this study aimed to amplify, center, and capture the essence of African American mothers' experiences with race, racism, and parenting through qualitative design, which has been noted to be beneficial when working with diverse populations (Prichett-Johnson, 2011).

Results illustrate that all mothers utilized implicit and explicit racial socialization messages with their preschoolers. Common themes consisted of racial identity development as a buffer to future school race-based encounters and preparation for more formal racial socialization practices in middle childhood. Other present themes were racial silence and the role of race in character development. Consistent with previous studies, themes of racial pride and egalitarianism were also found (Blanchard et al., 2018; Suizzo et al. 2008; Caughy et al., 2002; Hughes & Chen, 1997). These findings are essential for more culturally responsive research on African American parenting processes. This pivotal knowledge of racial socialization in early childhood could improve African American children's mental health outcomes over their lifespan.

Authors

• Kimberly Lauren Stokes, Wayne State University
  Presenting Author

• Luwayne Harris, Wayne State University
  Non-Presenting Author

• Erika London Bocknek, Wayne State University
  Non-Presenting Author

• Riana Elyse Anderson, University of Michigan - Ann Arbor
  Non-Presenting Author

• Iheoma U. Iruka, University of North Carolina at Chapel Hill
  Non-Presenting Author

• Francesca Pernice, Wayne State University
  Non-Presenting Author