A qualitative examination of familial racial-ethnic socialization experiences among multiracial American emerging adults. |
Journal of Family Psychology
Volume 35, Issue 7 (Oct. 2021)
DOI: 10.1037/fam0000918
Annabelle L. Atkin, Ph.D., Postdoctoral Scholar
T. Denny Sanford School of Social and Family Dynamics
Arizona State University
Kelly F. Jackson, Associate Professor of Social Work
Arizona State University
Rebecca M. B. White, Associate Professor of Family and Human Development
Sanford School of Social and Family Dynamics
Arizona State University
Alisia G. T. T. Tran, Assistant Professor in the Counseling and Counseling Psychology Program
Arizona State University
This qualitative interview study investigated the types of parental racial-ethnic socialization messages received by Multiracial American youth over the course of their development. The Multiracial population in America is the largest demographic group among individuals under the age of 18 (Saulny, 2011), but there is a dearth of research about the development of this rapidly growing population. Multiracial youth are members of multiple racial-ethnic groups. Thus, racial-ethnic socialization is particularly complex for Multiracial families because parents typically have different racial backgrounds and experiences compared to their children. Interviews were conducted with 20 Multiracial emerging adult college students (Mage = 20.55; 10 male, 10 female) of diverse racial backgrounds to identify the types of parental racial-ethnic socialization messages they received growing up. Using thematic analysis (Braun & Clarke, 2006), nine themes of racial-ethnic socialization content emerged: Cultural socialization, racial identity socialization, preparation for bias socialization, colorblind socialization, race-conscious socialization, diversity appreciation socialization, negative socialization, exposure to diversity socialization, and silent socialization. This research advances the literature by (a) identifying domains of racial-ethnic socialization messages for Multiracial American families, (b) examining a diverse sample of male and female Multiracial youth, (c) differentiating monoracial versus Multiracial socialization messages, and (d) distinguishing the unique connotations of egalitarian socialization messages (e.g., colorblind, race-conscious, diversity appreciation). The findings have important implications for understanding the development of Multiracial American individuals and families.
Read or purchase the article here.
Tags: Alisia G. T. T. Tran, Annabelle L. Atkin, Journal of Family Psychology, Kelly F. Jackson, Kelly Faye Jackson, Rebecca M. B. White