Discriminatory legislation targeting Latinx immigrants in the United States has shifted how parents communicate with their children about the hostile political climate. One way that Latinx parents ...talk about and prepare their children to face prejudice is through ethnic‐racial socialization, which can promote children's positive development. Few scholars, however, have focused on how Latinx immigrant families with precarious documentation status socialize their children around issues of immigration, documentation status, and the potential for family separation. The current study seeks to broaden our understanding and conceptualization of ethnic‐racial socialization practices among Latinx immigrant families living in the United States to include documentation status socialization to better capture the messages parents transmit to their children about the causes and potential impacts of their documentation status. Thirty‐nine Latinx immigrant mothers aged 35–53 (M = 41.66), (22 undocumented, 17 documented) were interviewed regarding the ways in which their documentation status informs their ethnic‐racial socialization practices. Five subthemes of Documentation Status Socialization were identified among both undocumented and documented parents. Example of subthemes included Limitations and Restrictions of Undocumented Status, and Documentation Privilege, in which parents discussed the limitation of being undocumented as well as the privilege that comes with the legal documentation status with their youth. Our findings yield important implications for practice and research alike.
This highly regarded handbook remains the leading reference and advanced text on socialization. Foremost authorities review the breadth of current knowledge on socialization processes across the life ...span. Extensively revised with the latest theory and research, the second edition reflects exciting advances in genetics, biological and hormonal regulatory systems, and brain research. Contributors present cutting-edge theories and findings pertaining to family, peer, school, community, media, and other influences on individual development. Three themes guide the book: the interdependence of biology and experience, the bidirectionality of socialization processes, and the many contributing factors that interact to produce multiple socialization processes and pathways. New to This Edition *Revised structure reflects the diversity of socializing relationships in multiple contexts from infancy through adulthood. *Sections on biology and culture provide a dual framework and include new chapters on cross-cultural research, genetics, chronic family stress, and neuroscience. *Chapters on adolescence, new-employee organizational socialization, and cultivating the moral personality.
Researchers have called for increased evaluation of the processes that contribute to African American children's successful emotional development in the face of discrimination. Parents’ racial/ethnic ...and emotion socialization have been linked to children's emotional adaption. Although few studies have explicitly evaluated their joint influence on African American children's emotion adaptation, researchers studying racial and ethnic socialization have indirectly incorporated emotion socialization through evaluating parents’ guided emotion regulation strategies as ways to cope with discrimination. Similarly, researchers who study emotion socialization have described emotion socialization practices among African American parents as intentionally preparing children for racial bias regarding how others perceive their emotions. In this article, we synthesize two separate and emerging literatures—the racial/ethnic socialization literature and the literature on emotion socialization among African American families—and outline a conceptual model illustrating the overlap in the two constructs and their joint influence on African American children's social‐emotional adjustment.
Grassroots movements such as Poder Quince exemplify how Latinx youth intertwine their cultural heritage and traditions with civic action to create positive change within their communities. Parents' ...cultural socialization messages have been shown to instill cultural pride and encourage prosocial behaviors (e.g., helping others, caring for younger siblings). However, there is a dearth of research on the sociopolitical discussions Latinx adolescents have with their parents and the mechanisms by which cultural socialization encourages prosocial civic development. Drawing on data from a sample of 269 self‐identified Latinx youth from three Midwestern US schools, the present study explored the direct links between parental cultural socialization and adolescents' sense of social responsibility (i.e., concern for others and caring for community) as well as the potential indirect associations via sociopolitical and civic socialization at home. Our findings suggest direct associations between cultural socialization and caring for their communities. Additionally, we observed indirect associations between cultural socialization and youths' social responsibility via family civic socialization practices and engagement in sociopolitical discussions taking place in the home.
Highlights
More cultural socialization was associated with youth's higher caring for their community.
More cultural ethnic‐racial socialization (ERS) was associated with more family civic socialization and sociopolitical discussions.
More family civic socialization and sociopolitical discussions led to higher social responsibility.
Indirect links between cultural ERS and youth's social responsibility via family civic socialization.
Indirect links between cultural ERS and youth's social responsibility via sociopolitical discussions.
Previous work has shown the robust nature of gender bias in both children and adults. However, much less attention has been paid toward understanding what factors shape these biases. The current ...preregistered study used parent surveys and child interviews to test whether parents' conversations with their children about and modeling of gender intergroup relations and/or children's self-guided interests about gender (self-socialization) contribute to the formation of gender attitudes, status perceptions, and gender intergroup behaviors among young 4- to 6-year-old children. Our participant sample also allowed us to explore variation by child gender, ethnicity (Asian-, Black-, Latiné-, and White-American), and U.S. geographical region (Northeast, Pacific Northwest, West, Southeast, and Hawaii). Data suggest that children whose parents reported they were especially active in seeking information about gender tended to allocate more resources to same-gender versus other-gender children and expressed less positive evaluations of other-gender children in comparison to children who were less active. By contrast, we found that parents' conversations with their children about gender intergroup relations and about gender-play stereotypes showed few connections with children's gender attitudes. In terms of demographic differences, boys raised in households with more unequal versus equal division of labor perceived that men had higher status than women, but few differences by ethnicity or geographic region emerged. In sum, our study suggests that both self- and parent socialization processes are at play in shaping early gender attitudes, status perceptions, and gender intergroup behavior, although self-socialization seemed to play a larger role.
Public Significance StatementThis study suggests that, during the preschool and kindergarten years, the development of gender identity, reflected in seeking out information about what gender means, is associated with early gender biases (favoring one's own-gender group over another). In addition, family context, reflected in parents' division of housework, was associated with boys' perceptions of the social status of men versus women. These findings imply that to promote more egalitarian gender attitudes, we need to focus on multiple factors including the development of gender identity and parent modeling of gender equality.
This exploratory qualitative research uses the United Kingdom as a case study to understand how past and present financial socialization agents have either enhanced or inhibited emerging adults' ...financial capability in order to highlight potential opportunities for future policy and practice interventions. Three primary socialization agents were identified. The family as trusted primary advisor continues well into adulthood, even where family financial capability may be low. Beyond this, emerging adults only reluctantly engage with their bank, rely on just‐in‐time experiential learning or self‐socialize via diving, often with false confidence, into the internet. Although there are many quantitative studies on financial socialization, this paper fills a gap by taking a deeply qualitative approach showing, for the first time, empirically highlighting the limited number of financial socialization agents through the voices of emerging adults. The findings contradict previous socialization research that suggests parental socialization reduces into adulthood.
Separate streams of organizational socialization research have recognized the importance of (a) newcomer proactivity and (b) manager support in facilitating newcomer adjustment. However, extant ...research has largely focused on the newcomers' experience, leaving the perspectives of managers during socialization relatively unexplored-a theoretical gap that has implications both for newcomer adjustment and manager-newcomer interactions that may serve as a basis for future relationship development. Drawing from the "interlocked" employee behavior argument of Weick (1979), we propose that managers' perception of newcomers' proactive behaviors are associated with concordant manager behaviors, which, in turn, support newcomer adjustment. Further, we investigate a cognitive mechanism-managers' evaluation of newcomers' commitment to adjust-which we expect underlies the proposed relationship between newcomers' proactive behaviors and managers' supportive behaviors. Using a time-lagged, 4-phase data collection of a sample of new software engineers in India and their managers, we were able to test our hypothesized model as well as rule out alternative explanations via multilevel structural equation modeling. Results broadly supported our model even after controlling for manager-newcomer social exchange relationship, proactive personalities of both newcomers and managers, and potential effects of coworker information providing. The implications of our findings for theory and practice are discussed.
Few studies examine how neighborhood structural factors (e.g., socioeconomic status SES and diversity) and perceived disorder may influence the messages parents communicate to their youth about ...race/ethnicity. Guided by the integrative model and social disorganization theory, this study examines how parents' ethnic–racial socialization messages (ERS) are shaped by the broader environment. Data come from the MacArthur Studies of Diversity in Midlife. Latinx and African American parents N = 508 (Mage = 39) with a child between 6‐ and 17‐years old living in two urban US cities were included. Cultural perceptions were assessed at both the individual level (e.g., perceived discrimination and ethnic affirmation) and neighborhood level along with demographic and structural neighborhood characteristics at the individual and neighborhood level, respectively. Multilevel analyses revealed that at both the individual level and neighborhood levels, perceived neighborhood problems were associated with more frequent messages about ethnicity and race (e.g., cultural socialization and preparation for bias). In addition, neighborhood‐level affirmation promoted cultural messages; in contrast, neighborhood‐level discrimination experiences positively impacted preparation for unfair treatment. Results reveal how parents' ERS is informed by their own characteristics as well as neighborhood factors. Further, cross‐level interactions were found. Findings are discussed in terms of contextual and cultural‐developmental theorizing about parenting.
Highlights
Neighborhood problems were associated with more frequent messages about ethnicity and race.
Neighborhood‐level racial–ethnic group affirmation promoted cultural messages.
Neighborhood‐level discrimination experiences positively impacted preparation for unfair treatment.
Cross‐level interactions showed that cultural socialization frequency varied.
This paper presents an analysis of the ethno‐political socialization of young children in the context of intractable conflict, drawing on the case of Israeli society. The analysis is based on the ...integrative developmental‐contextual theory (IDCT), which proposes that in the context of intractable conflict, from a very early age onward, in‐group members acquire a socio‐psychological repertoire that consists of narratives, beliefs, attitudes, and emotions related to the conflict and to the rival group. IDCT highlights three central components that dictate the nature of this socio‐psychological repertoire: children's normative developmental trajectory, the context in which the development takes place, and the ethno‐political socialization that is performed by societal agents. We discuss the interaction between these components in socializing children's socio‐psychological repertoire, and ways to change the course of socialization in the context of intractable conflict towards peace‐oriented socialization.
This contribution aims to bring to the forefront of the discussion the question of the adaptation of African education systems to the development of this continent. Starting from the link between ...education and construction of identities, the article shows that in pre-colonial Africa, education was a way of integrating the individual into his community through the transmission of the values that constitute the basis of the social bond and the progress of the community. For the current education systems to be able to establish a balance between education, construction of African identity and the impetus for the development of the continent, it is important to reform in their structure these systems by "Africanizing" them. Keywords: Endogenous development, education in Africa, endogenous school, identity, transmission of values.
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