Poster #109 - Examining the perception of ethnic-racial identity among 4-to-6-year olds to inform ethnic-racial socialization practices.

• In Event: Poster Session 09

Abstract

Ethnic-racial socialization (ERS) in early childhood directly influences how children come to develop their own ethnic-racial identity (ERI) and that of others (Byrd, 2012; Umaña-Taylor et al., 2014; Williams et al., 2020). It is a critical process that has the potential to disrupt the development of ethnic-racial bias (Castelli et al., 2021; Waxman, 2021). This is meaningful given that racism is rooted in bias, and systems are created by individuals–all of whom hold some form of bias (Harris & Cossins, 2020). A key theme in ERI development is exploring differences between self and others. ​​Developing a sense of self and exploring differences between the self and others informs one's understanding of their in-group/out-group positionality (Njoroge et al., 2009). Elevating proactive anti-bias work in the domain of early childhood provides opportunities to intervene in the developmental period when ethnic-racial bias first emerges (Bigler & Liben, 2007).

Given this developmental opportunity and considering the heightened attention on ethnicity and race in the current sociopolitical context of the United States (Morgan, 2022; Pierce, 2018; Sullivan et al., 2021), parents and early educators are considering how best to engage these topics with young children (Wong Chin et al., 2021)​​. A focus on anti-bias education is increasing in both home environments and early care and education settings (Derman-Sparks & Edwards, 2020; Wong Chin et al., 2021). As early educators and families with young children continue to elevate this work, it is important to explore the following questions:
How do young children perceive their own ERI at different ages?
Are young children’s perceptions of their own ERI congruent with how parents perceive the ERI of their children?

This study examined how an ethnically and racially diverse group of 4-to-6-year old children (N=30) self-identified their own ethnicity and race. Interviews were conducted in person with parent/child dyads using a semi-structured interview protocol. Child participants were asked to create self-portraits using multi-colored crayons (including skin tone colors). The children also completed an adapted me/not me task (Rogers & Meltzoff, 2017). In this task, the children were read words describing ethnic-racial groups (e.g., Black, White, Asian) or personal identities (e.g., artist, scientist, problem solver), and asked to decide if the word was or was not about them. Parents of the children completed a questionnaire in which they indicated their own ERI and that of their child.

We will utilize a mixed-method approach to analyze the data. Children's responses to the Me/Not Me task will be quantitatively compared to their parents' survey responses. Interview transcripts and children's drawings will be qualitatively analyzed using a thematic analysis approach (Creswell & Creswell, 2017). The results of this study will deepen the understanding of how young children perceive the constructs of ethnicity and race, and identify key themes related to how children’s identification of their ERI is or is not congruent with the parent reported ERI of the child. This information can inform the ways in which parents and early childhood educators engage in ERS practices and implement anti-bias education.

Authors

• Anissa Eddie, Michigan State University
  Presenting Author

• Fashina Alade, Michigan State University

• Breniel Lemley, Northwestern University

• T.J. Mesyn, Michigan State University