Parental Ethnic-Racial Socialization and Young Chinese American Children's Experiences of Ethnic-Racial Teasing

• In Event: The Influence of Family Relationships: A Snapshot in Four Contexts Across Three Developmental Stages

Abstract

Introduction. Asian American children/youth experience high rates of peer racial discrimination, which is associated with race-related stress, poor self-esteem/self-worth, and psychopathology. Parental ethnic-racial socialization (ERS) is the transmission of information, beliefs, and values about ethnicity and race from adults to children. Providing children with methods for handling discrimination, stereotyping, and racism is valuable. Additionally, cultural pluralism messages, which accentuate the importance of diversity, open-mindedness, and interactions with other racial-ethnic groups, are beneficial for promoting positive intergroup relations. However, few studies have explored the subtle ERS messages that are embedded in Asian American families’ cultural practices and daily routines. Additionally, little is known about ERS strategies for younger children and how socioeconomic status (SES) affects these processes.

Methods. We utilized semi-structured interviews to investigate Chinese American children's experiences with ethnic-racial discrimination/teasing and related parental socialization practices. Additionally, we explored mothers’ perceived importance of learning about the experiences of other ethnic/racial groups and their strategies to accomplish this. Finally, we examined how these processes differ between low and middle-SES families. Transcripts were coded in Dedoose using content and thematic analyses. Chi-square tests were used to analyze SES group differences in responses.

Hypotheses. Given the exploratory nature of this study, no initial hypotheses were generated.

Sample. The sample consisted of twenty middle-SES (Mage = 39.12, SD =5.86, MyearsinUS = 13.39) and twenty-nine low-SES (Mage = 35.79, SD =4.51, MyearsinUS = 9.93) Chinese immigrant mothers of children between the ages of 4-7 (Mage = 6.19, SD = 0.80).

Results. Many mothers (N=33) believed that their child had never experienced ethnic-racial teasing (ERT). Common strategies in response to ERT included: parental monitoring, contacting the school, and capitalizing on teachable moments to discuss the value of diversity or critique bullies’ behaviors. Schools were mentioned for their potential to exacerbate or mitigate the negative effects of ERT. Multiple mothers (n=14) discussed teasing as age-normative and/or unintentional, resulting from ignorance or lack of exposure to diversity. Fisher’s exact tests indicated that middle-SES mothers were more likely to discuss using least one strategy in response to children’s ethnic-racial teasing (p <.028) despite low-SES parents being more likely to anticipate ERT by middle school (p <.001).
The majority of participants (N=43) discussed the importance of learning about other ethnic/racial groups’ experiences and accomplished this through reading books, promoting diverse friendships, attending community events/travel, and parent-school outreach. Egalitarianism (n=18) and silence about race/color-blind (N=11) messages were frequently used. Half of the mothers cited barriers to teaching about others’ experiences. Chi-square tests showed that low-SES parents were more likely to emphasize promoting racial unity as a reason to learn about others’ experiences (X2 (1, N= 49) = 4.18, p < .04) compared to middle-SES parents who were more likely to underscore the educational value of learning about diversity (X2 (1, N=49) = 9.79, p <.002).
These results undergird the importance of considering the synergistic influences of culture, ethnicity, and socioeconomic status on ERS processes. It offers insight into how to support Asian American families on issues of ERT, race, and cultural diversity.

Authors

• Jia Li Liu, University of Maryland Global Campus
  Presenting Author

• Diksha Bali
  Non-Presenting Author

• Xiwei Peng, University of Maryland, College Park
  Non-Presenting Author

• Margaret Tremble, University of Maryland, College Park
  Non-Presenting Author

• Kristin Zhu, Duke University
  Non-Presenting Author

• Cixin Wang, Unversity of Maryland
  Non-Presenting Author