Poster #66 - The Influence of Parental Discrimination and Racial Socialization Competency on Child Behavioral Problems

• In Event: Poster Session 15

Abstract

Introduction:
Racial socialization is the process by which children and adolescents learn about race from their parents. Racial socialization is primarily conceptualized based on the content that parents transmit to their children (i.e., promotion of mistrust, cultural socialization, preparation for bias, and egalitarianism; Hughes et al., 2006). However, the parents’ delivery of the message can also influence how their child receives the information. Racial socialization competency seeks to complement parents' messaging by examining three distinct areas: skills, confidence, and stress (Anderson et al., 2020). Studies have demonstrated racial socialization competency serves as a significant predictor of youth psychological outcomes by moderating the relationship between parental racial worries and both parental depression and youth psychological problems (Anderson et al., 2021).
Despite prior studies investigating racial socialization competency, little is known regarding its role as a protective factor against racial discrimination. The current study explores how past parental discrimination influences child psychosocial outcomes. Additionally, we assessed whether the relationship differs depending on racial socialization competency or parental age.
Hypothesis:
We first hypothesize a positive relationship between racial discrimination and youth psychosocial problems. In addition, we predict racial socialization competency and the age of the parent will serve as moderators, meaning the greater the competency and older the parent, the less the impact of racial discrimination on child psychosocial outcomes.
Methods:
A sample of 359 Black parents (Mage = 37.8) were recruited using Qualtrics’ Panel Management, Amazon's Mechanical Turk, and listservs for organizations with a Black or parenting focus. All participants were asked questions regarding their oldest child under the age of 18. The participants completed an online questionnaire including the Racial Socialization Competency Scale (RaSCS; Anderson et al., 2020), which asked parents to self-evaluate their ability to discuss racial encounters with their child, and the Brief Racism and Life Experiences Scales (RALES-B; Harrell et al., 1997), a tool measuring both the frequency of race-related experiences and the endorsement of stress due to racism. Additionally, parents responded to the Brief Problem Monitor (BPM; Achenbach et al., 2011), a scale evaluating children’s internalizing and externalizing behaviors. Responses were analyzed using regression analyses to determine the relationship between parental discrimination, child outcomes, and competency.
Results
Regression analyses demonstrated more parental racial discrimination was associated with higher internalizing (p < .01), externalizing (p < .05), and overall child behavioral problems (p < .05). Racial socialization confidence significantly moderated the relationship between internalizing (p < .05) and total behavioral problems (p < .05). Neither parental age nor other racial socialization competency areas (i.e., stress and skills) were significant interaction terms.
Discussion
Overall, we concluded parental discrimination is positively related to child psychosocial outcomes; however, the relationship is weaker when parents have more confidence during racial socialization conversations. The findings indicated further resources should be directed toward parents who have experienced a greater number of racial encounters, especially those who do not believe they can effectively convey socialization messages to their child. Future studies should investigate whether clinical interventions which increase racial socialization competency successfully protect against negative child psychosocial behaviors.

Authors

• John Parker O'Connor, University of Michigan - Ann Arbor
  Presenting Author

• Aysiah White

• Riana Elyse Anderson, University of Michigan - Ann Arbor