Doctor of Philosophy / Ethnic Racial Socialization (ERS) is the process Black parents utilize to convey attitudes and beliefs about the meaning of race and ethnicity, teach their children what it means to be an ethnic/racial minority and equip their children with the skills to cope with racial discrimination (Neblett, Cooper, Banks, et. al, 2013). This process includes culture specific messages, artifacts and modeled behavior that provide a toolbox of which Black children can pull from when enduring racial experiences. Research suggests ERS has the ability to act as a protective factor against negative outcomes, such as low self-esteem, anxiety and depression among minority children (Reynold and Gonzales-Backen, 2017). In this study, I examined how particular experiences influence how Black fathers engage in ERS. This qualitative study explored how Black fathers' race-related social experiences shape their ERS processes through semi-structured interviewing. This study was informed by Critical Race Theory and Extended Family Systems Theory. Grounded Theory methodology was utilized. In this study, I aimed to address the following overarching research question: How do Black fathers' social experiences shape the way they engage in ERS with their children? Twenty-two participants from fifteen states and the District of Columbia participated in this study. The data from this study suggests that fathers' race-related social experiences regarding racism and discrimination shapes their worldviews. In turn, fathers' worldviews influence the messages transmitted to their children about living in a racially charged environment. Results from this study indicate a need to examine family processes in Black families within a context where race and racism have a more central role (James, Fine, and Rudy, 2018). Through the emphasis of Black fathers' situated context, this research highlights the social context of fathers with differing experiences and worldviews that all contribute to the ERS process. This research has implications for the field and implications for families and practitioners who work with children and families.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/116493 |
| Date | 17 October 2023 |
| Creators | Johnson, Shawnice |
| Contributors | Adult Learning and Human Resource Development, Grafsky, Erika L., Rice, TeKisha Monet, Sanner, Caroline, Blanchard, Sheresa Boone |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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