A 21st Century Take on Racial-Ethnic Socialization: Patterns of Competency and Content among Diverse Parents of Color

Abstract

Racial-ethnic socialization is a process where parents pass beliefs and behaviors to their children, including critical reflections on race and racism. Currently, it is not well known across racial/ethnic groups in the U.S how parents’ socialization competency (confidence, skills, and stress surrounding the delivery of racial-ethnic socialization) coalesces with the frequency with which they deliver different types of socialization messages (socialization content). The current study utilizes latent profile analysis to examine racial-ethnic socialization content and competency patterns among 203 Black, 194 Latinx, and 188 Asian American parents (n = 585, Mage = 44.46, SD = 9.14, 59.70% mothers) with children 10–18 years old (Mage = 14.30, SD = 2.49, 50.3% female). Furthermore, we relate profiles to sociodemographic and relevant factors posited to impact socialization competency and content delivery, namely, discrimination and critical consciousness dimensions (reflection, motivation, action). We observed three parental profiles: Less Prepared Stressed Low Frequency (LPSLF; n = 285), Prepared Low Stress Frequent (PLSF; n = 204), and Prepared Stressed Frequent (PSF; n = 96) socializers. Profile differences emerged on parental and youth sociodemographic factors, lifetime discrimination exposure, and each parental critical consciousness dimension. This study lays a foundation for the combined study of racial-ethnic socialization competence and content in diverse groups, a practice crucial to understanding 21st century parenting.

Keywords

• racial-ethnic socialization
• critical consciousness
• competency
• latent profile analysis