The purpose of this study was to explore whether academic disidentification (i.e., the relation between ASC and GPA), differed based on students’ gender and reported level of parental racial-ethnic socialization and teacher trust. This study was exploratory in nature, as few researchers have examined the relation between parental racial-ethnic socialization and academic outcomes or the relation between teacher trust and academic outcomes. Secondary goals of this study included and examination of (1) the relation between racial socialization and academic outcomes, (2) the relation between teacher trust and academic outcomes, (3) the relation between parenting constructs (i.e., racial socialization and parental warmth) and teacher trust, and (4) the role of parental warmth as a variable that potentially buffers negative child outcomes or enhances positive child outcomes. Participants included 319 African American students (120 males, 199 females) recruited from a large, southwestern, predominantly white university. Results indicated the presence of academic disidentification as unique to upperclassmen males (i.e., the relation between ASC and GPA was significant for females and underclassmen males, but not upperclassmen males). Parental messages of promotion of mistrust were found to significantly moderate the relation between ASC and GPA. Further, in examining the influence of the combination of teacher trust x sex on the relation between ASC and GPA, a significant three-way interaction was present. Teacher trust was also found to be a significant predictor of GPA, with gender significantly moderating this relation. Gender differences were present for teacher trust, but there were not differences between underclassmen and upperclassmen. Racial socialization variables were not found to significantly predict GPA. However, two types of racial socialization (promotion of mistrust and egalitarianism) and parental warmth were found to be significant predictors of teacher trust. Theoretical and practical implications of these findings are discussed. / text

African American youth experience individual and institutional level discrimination (e.g., Berkel et al., 2009; Jones, 1997). These experiences negatively impact their overall well-being (e.g., Harris-Britt et al., 2007; Wang & Huguley, 2012). African American parents use racial socialization to teach their children strategies to cope with racial discrimination (e.g., McAdoo, 2002; Peters, 1997). Given the positive impact of racial socialization on the negative outcomes associated with discrimination (e.g., Bynum et al., 2007), more work is needed to understand how contextual factors influence this process. The current study used qualitative methods to examine racial socialization in response to two levels of school-based discrimination. Directed content analysis was used on transcripts from ten focus groups of African American parents (N= 73). Results indicated that parents provided similar cultural socialization messages in response to both levels of discrimination whereas preparation for bias messages differed. Implications for preparing youth for school-based discrimination are discussed.

Thesis advisor: Janet E. Helms / African American parents engage in ethnic-racial socialization practices, which may foster their youths’ racial identity and critical consciousness development, each of which may decrease youths’ race-related stress. The few studies that have examined the relationships between African American youths’ perceived parental ethnic-racial socialization practices and their racial identity or critical consciousness have used inconsistent conceptualizations of racial identity. No studies have compared the effectiveness of different kinds of perceived parental socialization practices on critical consciousness development, nor has previous research demonstrated that critical consciousness is related to reduced stress. In the present study, the perceived parental strategies of Cultural Socialization and Preparation for Bias were investigated to determine how they were related to racial identity and critical consciousness development. Also, effects of racial identity and critical consciousness on racial stress were studied. African American youths, ages 18-24 years (N=139), completed a demographic questionnaire, perceived ethnic-racial socialization measures, a racial identity measure, critical consciousness measures and a measure of race-related stress. Multivariate multiple regression analyses revealed that parental Cultural Socialization was related to lower levels of Preencounter (conformity), Post-Encounter (confusion), and higher levels of Internalization (self-actualizing) racial identity statuses, and to critical consciousness dimensions of Critical Reflection and Political Efficacy, but lower levels of Critical Action. Parental Preparation for Bias only predicted Preencounter. Critical Reflection was related to high levels of Cultural Race-Related Stress, was negatively related to Institutional Race-Related Stress, and was not related to Individual Race-Related Stress. Each of the other critical consciousness dimensions was related to higher levels of at least one type of race-related stress, rather than lower levels. Immersion/Emersion was related to high levels of all three types of race-related stress. Implications of the findings are that (a) parental Cultural Socialization strategies may be most useful for promoting racial identity and critical consciousness, (b) parental strategies may encourage all aspects of critical consciousness except political action, and (c) with only a couple of exceptions, racial identity and critical consciousness were related to higher stress. / Thesis (PhD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

No description available.

The typical duties of parenting may be multiplied when they must be performed within very demanding situations and with limited personal and physical resources. African American families may also be subject to race-related challenges that further complicate child rearing. In an effort to combat the effect of imminent racism, some African American parents have sought to racially socialize their children. Within the racial socialization literature, it has been determined that racially socializing one’s children has positive effects for those children, however, there is some ambiguity regarding the way it is best done. Although racist acts cannot be predicted nor avoided, parents can likely prevent their children’s effects by racially socializing them. If this is done appropriately, and parents feel secure in their preparation it will likely buffer the effects of racism their children feel, which may impact their level of parental stress. However, no literature exists that examines the parental effects of racially socializing one’s children. Therefore, this project proposes to 1) examine whether there is a correlation between racial socialization and parental stress in African American parents and to 2) determine whether being exposed to a racial socialization intervention significantly reduces parental stress from pre-test to post-test as compared to the control and comparison groups. 159 African American mothers were randomly assigned to 3 groups, a control, experimental and comparison group, and administered pre and post tests on a scale of racial socialization (SORS-P), affective mood state (POMS-B), and parental stress (PSI). A hierarchical multiple linear regression was conducted to determine whether racial socialization beliefs predict parental stress after controlling for mood. It found that racial socialization beliefs accounted for an additional significant proportion of the variance in parental stress. A preliminary MANOVA was run to determine if there was a significant difference between groups’ baseline levels of mood and racial socialization beliefs. Hypothesis 2 was tested by running a (2 X 3) Time (pre-test and post-test) X Group Assignment (intervention, comparison group, control) mixed design ANCOVA. As predicted, changes in parental stress from pre-test to post-test depended on the group assignment. Study results highlighted the importance of racial socialization interventions to reduce parental stress that may accompany racist encounters with their children.

Thesis advisor: Maureen E. Kenny / Recent research suggests that eating disorders exist across genders, races and ethnicities (e.g., Smolak & Striegel-Moore, 2001; Striegel-Moore & Smolak, 2000; Talleyrand, 2002, 2006; Taylor, Caldwell, Baser, Faison, & Jackson, 2007; Thompson, 1994, 1996), but most findings and frameworks within the eating disorders literature are based on research with White women who engage in restrictive eating patterns. Given the rapid rise in rates of obesity and related illnesses in the United States — particularly among Black American women (e.g., Hedley et al., 2004), an understanding of overeating that accounts for race-related factors is needed. By exploring the relationship between perceived racism, racial socialization, perceived stress, and overeating patterns among Black American women, the current study sought to develop a model of disordered eating that accounts for the unique contextual, emotional, and behavioral factors in the lives of Black American women. Using a sample of Black American women (N = 201), the results of the data analysis revealed that perceived racism was related to overeating by way of perceived stress. This finding supports theories that race–related factors underlie the development of eating disorder symptoms (e.g., Harris & Kuba, 1997) and that perceived racism may be a significant etiological factor in the development of eating disturbances among Black American women (Mastria, 2002; Root, 1990; Smolak & Striegel-Moore, 2001; Thompson, 1994, 1996; Talleyrand, 2006). This finding also adds to the larger body of literature, which links perceived racism to a range of negative psychological, behavioral, and physical outcomes (e.g., Mays et al., 2007). Racial socialization was not found to have a significant moderating effect in the relationship between perceived racism and overeating, but was unexpectedly found to be related to disinhibition around food. Although the explanation for this finding is unclear, it is consistent with some evidence that that identification with Black American culture may promote greater levels of comfort regarding food (Talleyrand, 2006; Villarosa, 1994). / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental, and Educational Psychology.

Thesis advisor: Anderson J. Franklin / Previous research on intergroup relations between racial groups primarily focused on relations between Whites and various ethnic minority groups, studies on relations between ethnic minorities have been neglected and underexamined (Bikmen, 2011). Allport’s (1954) intergroup contact theory suggested that when the groups in contact are perceived to have similar status, contact could lead to reduced prejudice and improved intergroup relations. Asian Americans and African Americans occupy different status positions on the U.S. racial hierarchy. Although their relative status positions are important factors to consider in understanding their evaluations and interactions with each other, the influence of racial psychological factors are also important to consider because they may influence how status is perceived. Thus, the current study investigated how racial socialization, racial identity, and racial stereotypes influence contact between Asian Americans and African Americans. U.S.-born Asian American (N = 190) and African American (N = 304) adults completed an online survey containing a demographic information sheet, the Racial Socialization Influences Scale (Harrell, 1997), the People of Color Racial Identity Attitudes Scale (Helms, 1995), the Negative Attitude Toward Asians Scale (Ho & Jackson, 2001), the Anti-Black Scale (Katz & Hass, 1988), the Intergroup Contact Measure (Stathi & Crisp, 2010), and the Behavioral Intentions Scale (Esses & Dovidio, 2002). Results from multivariate multiple regression analyses suggested that racial socialization, particularly exposure to racially diverse environments, was positively related to the frequency and quality of contact, as well as willingness to engage in future contact for both Asian Americans and African Americans; whereas race-related discussions was associated with African Americans’ endorsement of Asian stereotypes. In addition, the study showed that racial identity schemas partially mediated the relationship between racial socialization and intergroup contact, and the relationship between racial socialization and racial stereotypes. Finally, findings revealed that African Americans reported more willingness to engage in future contact with Asian Americans than Asian Americans reported with African Americans. Discussions included methodological limitations, and implications for research and practice. / Thesis (PhD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

acase@tulane.edu / Abstract Future racial socialization (FRS) is a future-oriented concept that speaks to how adolescents intend to racially socialize their own children. This future-oriented parenting decision has been associated with the existing racial socialization messages that adolescents receive from their own caregivers prior to becoming parents themselves. Research has posited that parental racial socialization is arguably one of the most important developmental processes for African American youth (Hughes, 2006), and has been largely conceptualized as a process between parents and children. However, a new force called Social Networking Sites (SNS) has entered our ecological world over the last 20 years; possibly catalyzing a shift to occur in the racial socialization processes of adolescents, especially the African American adolescents of today known as being a part of the Generation Z or as the iGeneration (approximately born 1995-2012). It is important to understand how SNS are altering the adolescent development processes so that we can understand its benefits and risks. This study is a secondary data analysis of archived data that examines the relation of Parental Racial Socialization to Future Racial Socialization (FRS) as moderated by SNS and Racial Identity (RI), in African American Adolescents. In the current study, the participants are 300 African American high school students in a large southern urban city. The students ranged in age from 13 to 19 years old and attended a predominately (98%) African American high school in the United States. Findings demonstrate that racial identity plays a significant role in the relation between PRS (cultural socialization type) and FRS, and when specifically examining African American girls, racial centrality (a subcomponent of racial identity) and SNS play a significant role in moderating the relation between two types of PRS and FRS. / 1 / Ashlee Yates

The academic achievement gap is one of the most important areas of inquiry in education today. Racial-ethnic disparities in achievement continue to be persistent at every level—including post-secondary education. Research suggests African American males are particularly likely to disidentify with academics, resulting in a lack of a significant relation between academic self-concept and academic outcomes. Research has found a relationship between racial-ethnic messages that parents give to their children and academic achievement. Further, the student’s gender may impact the types of parental messages given. Multiple regression statistical analysis will be used to determine if the relation between academic self-concept and GPA is moderated by parental racial-ethnic socialization, teacher mistrust, and gender. / text

Racial inequalities in the education system are an issue that has yet to be adequately addressed. Given how discriminatory experiences adversely impact African American students, it is important to understand how their educational attitudes are impacted and ways that students can be protected from these harmful experiences. The study aims to answer six research questions: 1) How does racial discrimination predict African American college students’ value placed in education? 2) How does racial discrimination predict African American college students’ expectations for success? 3) How do preparation for bias messages predict the value they place in education? 4) How do preparation for bias messages predict African American college students’ expectations for success? 5) Do preparation for bias messages buffer the effect of racial discrimination on value placed in education? 6) Do preparation for bias messages buffer the effect of racial discrimination on expectations for success?