TY - JOUR
T1 - “So, like, it’s all a mix of one”
T2 - Intersecting contexts of adolescents’ ethnic-racial socialization
AU - Sladek, Michael R.
AU - Umaña-Taylor, Adriana J.
AU - Hardesty, Jennifer L.
AU - Aguilar, Gladys
AU - Bates, David
AU - Bayless, Sara Douglass
AU - Gomez, Elisa
AU - Hur, Connie K
AU - Ison, Ashley
AU - Jones, Shandra
AU - Luo, Hua
AU - Satterthwaite-Freiman, Megan
AU - Vázquez, Michael A.
N1 - Funding Information:
This research was supported by funds from the Latino Resilience Enterprise in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. This work was also made possible by the Dean’s Impact Fund at the Harvard Graduate School of Education and the National Science Foundation SBE Postdoctoral Research Fellowship under Grant No. 1911398 to the first and second authors. Any opinion, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the funding agencies. We are grateful to the students, teachers, and school administrators that made this study possible. We are grateful to the following individuals who contributed to the research process: Zennon Black, Diamond Bravo, Michelle Capriles‐Escobedo, Maggie Christakos, Chelsea Derlan Williams, Lluliana Flores, Alicia Godinez, Elizabeth Harvey‐Mendoza, Steven Hobaica, Nicole Hollis, Olga Kornienko, Stefanie Martinez‐Fuentes, Vanessa Martinez‐Morales, Zoë Mayfield, M. Dalal Safa, Danielle Seay, and Benjamin Smith.
Publisher Copyright:
© 2022 The Authors. Child Development © 2022 Society for Research in Child Development.
PY - 2022/9/1
Y1 - 2022/9/1
N2 - Cultural-ecological theories posit that ethnic-racial identity (ERI) development is shaped by transactions between contexts of ethnic-racial socialization, yet research considering intersections among multiple contexts is limited. In this study, Black, Latino, White, and Asian American adolescents (N = 98; Mage = 16.26, SD = 1.09; 55.1% female identifying) participated in surveys and focus group discussions (2013–2014) to share insights into ERI development in context. Using consensual qualitative research, results indicated: (a) family ethnic-racial socialization intersects with community-based, peer, media, and school socialization; (b) ethnic-racial socialization occurs outside family through intersections between peer, school, community-based, and media settings; and (c) ethnic-racial socialization is embedded within systems of racial oppression across contexts. Discussion includes implications for future research and interventions supporting youth ERI.
AB - Cultural-ecological theories posit that ethnic-racial identity (ERI) development is shaped by transactions between contexts of ethnic-racial socialization, yet research considering intersections among multiple contexts is limited. In this study, Black, Latino, White, and Asian American adolescents (N = 98; Mage = 16.26, SD = 1.09; 55.1% female identifying) participated in surveys and focus group discussions (2013–2014) to share insights into ERI development in context. Using consensual qualitative research, results indicated: (a) family ethnic-racial socialization intersects with community-based, peer, media, and school socialization; (b) ethnic-racial socialization occurs outside family through intersections between peer, school, community-based, and media settings; and (c) ethnic-racial socialization is embedded within systems of racial oppression across contexts. Discussion includes implications for future research and interventions supporting youth ERI.
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U2 - 10.1111/cdev.13756
DO - 10.1111/cdev.13756
M3 - Article
C2 - 35366330
AN - SCOPUS:85127378003
SN - 0009-3920
VL - 93
SP - 1284
EP - 1303
JO - Child Development
JF - Child Development
IS - 5
ER -