Poster #89 - Anti-Racist Parenting Program for White Parents with Preschoolers: Results from an Initial Feasibility Pilot

• In Event: Poster Session 05

Abstract

Background. Despite children’s early understanding of race, white parents often avoid having explicit conversations about race with their children (Abaied & Perry, 2020; Sullivan, 2022). White parents who do discuss race often take a “color-evasive” approach of teaching children that “everyone is equal” (Hagerman, 2014; Pahlke, 2012). This approach is harmful when children are surrounded by disparities; the mismatch between adults’ messages and the social realities of inequity contribute to the development of implicit racial bias starting in early childhood (Skinner et al., 2017). Additionally, these approaches do not address the ways in which whiteness is reproduced within the family, a critical step often overlooked in white, anti-racist parenting efforts (Hagerman, 2014; Nishi, 2013).

Aims. In this pilot study, we aim to examine the feasibility and preliminary effects of an anti-racist training for white parents of preschool-aged children. We developed this curriculum using existing theoretical foundations and empirical evidence regarding ethnic-racial socialization, anti-racist development, prejudice development, and mindful parenting. This program is intended to help parents develop the skills necessary to initiate developmentally appropriate conversations with their children about race; grasp and capitalize upon teachable moments; and reflect on the ways in which their conversations challenge or support white privilege, while grappling with their own conflicting emotions that may arise when taking a critical look at their role in the prevention and interruption of prejudice.

Study Design and Methods. The program targets parents of children aged 3 to 6 who express interest in talking with their children about race. In groups of 4-6 people, participants spend six weeks completing the program synchronously via online videoconferencing. Participants complete questionnaires at baseline, post-intervention, and 3-months later. At each timepoint, parents (n=10 as of September 2022; estimated n=30 by January 2023) report their racial socialization practices (Hughes & Johnson, 2001), racial socialization self-efficacy (adapted from Jones et al., 2020), and frequency of race-related conversations (e.g. “How often did you and your child talk about race in the last week?”). Color-conscious strategies are also determined through top-down qualitative coding of parents’ responses (Braun & Clark, 2006) .

Hypotheses. We hypothesize that: 1) the frequency of parent-child conversations about race will increase from baseline to post-intervention; 2) parents will report using more color conscious strategies with their children after the intervention compared to baseline; 3) parents will report greater racial socialization self-efficacy after the intervention compared to baseline.

Plan for Data Analysis. To address all three hypotheses, we will use one-way ANCOVA analyses to examine change over time in the frequency of parent-child conversations about race (H1), parent use of color-conscious strategies (H2), and parent’ racial socialization self-efficacy (H3). We will consider parent education, age, and gender identity as covariates.

Conclusion. With this project, we hope to encourage earlier, more meaningful, and more effective discussions of race and racism within white families than has been the norm, which has the potential to reduce prejudice formation in white children.

Authors

• Margaret L. Kerr, University of Wisconsin - Madison

• Inés Botto, University of Wisconsin - Madison

• Luc Fairchild, University of Wisconsin - Madison

• Yia L Lor, University of Wisconsin-Madison

• Anne Clarkson, University of Wisconsin-Madison

• Kay Byer, University of Wisconsin - Madison

• Larissa G. Duncan, University of Wisconsin - Madison
  Presenting Author