Raising Black Children in the Netherlands: A Mixed-Methods Study on Ethnic-Racial Socialization and Children's Ethnic-Racial Affirmation in the Netherlands

• In Event: Ethnicity Salience and Ethnic-Racial Socialization in Different Social Contexts

Abstract

There is an established research tradition on ethnic-racial socialization (ERS) in the U.S. (Lesane-Brown, 2006). These studies have found that some aspects of ERS are related to more desirable child outcomes than others (Umaña-Taylor & Hill, 2020). Although these U.S.-based findings are valuable, these findings are not directly generalizable due to the different historical contexts of the Black experience in the U.S. and the Netherlands. Unfortunately, few studies have examined how Black mothers in the Netherlands socialize their children regarding ethnicity-related issues.

Therefore, the current study will explore how Black mothers in the Netherlands approach ERS using a mixed methods approach. The sample consisted of 45 Black Dutch mothers (M = 38.95, SD = 6.58) and their 6-10 year old children (M = 7.78, SD = 1.08). The aspects of ERS measured using self-report questionnaires were maternal cultural socialization (i.e., passing on ingroup pride) and preparation for bias (Hughes & Johnson, 2001). Video observations of mothers reading a picture book to their children (inspired by Margie et al., 2005) were used to observe ERS. This picture book was designed to elicit parental messages about skin color, religion, nationality, and cultural heritage. Children’s feelings about their ethnic-racial group, or ethnic-racial affirmation, was measured using a trait attribution task (Aboud & Doyle, 1995). Lastly, semi-structured interviews were used to measure how mothers describe their approach to ERS.

We first examined how frequently Black mothers in the Netherlands engage in ERS practices. Secondly, we tested the following hypotheses using correlational and regression analyses: (1) more maternal cultural socialization and observed ERS are related to (1a) higher children’s positive ethnic-racial affirmation, and (1b) lower children’s negative ethnic-racial affirmation; (2), and more maternal preparation for bias is related to (2a) higher children’s negative affirmation and (2b) lower in children’s positive affirmation. Thirdly, we test the following hypothesis using a cluster analysis: (3) Black families in the Netherlands can be differentiated into at least two distinct groups: (3a) a subgroup characterized by high scores on maternal cultural socialization, maternal observed ERS, and children’s positive ethnic-racial affirmation and low scores on maternal preparation for bias and children’s negative ethnic-racial affirmation, and (3b) a subgroup characterized by low scores on maternal cultural socialization, maternal observed ERS, and children’s positive ethnic-racial affirmation and high scores on maternal preparation for bias and children’s negative ethnic-racial affirmation.

Firstly, the questionnaire data revealed that most mothers reported engaging in color-conscious ERS practices (openly discussed ethnic-racial topics). Secondly, a slight majority of mothers were observed to engage in ERS while reading from a picture book to their children. Thirdly, regression and cluster analyses showed that aspects of maternal ERS are related to children’s ethnic-racial affirmation. Lastly, we identified four maternal ERS themes in the interviews, which were in order of prevalence: (1) multiculturalism; equality between ethnic-racial groups and awareness of diversity, (2) cultural socialization, (3) preparation for bias, and (4) national-identity-focused-socialization; transmission of Dutch values, customs, and historical knowledge.

Authors

• Daudi van Veen, Universiteit Utrecht
  Presenting Author

• Rosanneke A. G. Emmen, Universiteit Leiden

• Judi Mesman, Leiden University