Stephanie I. Coard, Ph.D. Duke University Center for Child and Family Policy

1. Qualitative Methodology: Giving Voice to the Use of Racial Socialization in African American Families Stephanie I. Coard, Ph.D. Duke University Center for Child and Family Policy Presentation at the Society for Research in Child Development Biennial Meeting - Atlanta, Georgia April 7, 2005 Research funded by National Institute of Mental Health: K01 MH-01881-01

2. African American Cultural Values and Parenting Practices • Strong kinshipbonds • Extended family relationships • Respect for authority/elders • Obedience • Ethnic pride • Achievement orientation • Spirituality • Flexibility of roles • Communal parenting • Strict discipline • Educational attainment • Religious beliefs • Resourcefulness • Racial socialization

3. Racial Socialization Defined The process by which messages are transmitted inter- and intra- generationally regarding the significance and meaning of race and ethnicity. Involves teaching children values and norms associated with race/ethnicity, and problem-solving skills that enable children to be flexible in their approach to race-related situations, without losing a core sense of self.

4. Frequency of Message Mode of Transmission Content of Messages Racial Socialization Racial Socialization

5. Frequency of Message • Frequently used by many parents • Routine aspect of parenting • Moderated by family characteristics (e.g., age, gender, SES)

6. Mode of Transmission Method by which parents transmit race-related messages: • Verbal • Exposure • Activities • Modeling • Intentional and unintentional

7. Racial Pride Cultural/Ethnic Socialization Egalitarian Racial Barriers Racial Coping Racial Self-Worth Negative Racial Messages Content of Messages

8. Racial Socialization and Child Outcomes: Empirical Findings Racial Competence Academic Achievement Self-Efficacy Self-Esteem Behavioral Competence Delinquency Drug Abuse

9. Why is Racial Socialization Important? • It influences a children’s beliefs about the way the world works. • It informs children’s beliefs and attitudes regarding ‘the self. • It helps shape children’s’ repertoire of strategies and skills for coping with racism. • It impacts the nature of the child’s’ inter- and intra-racial relationships and interactions.

10. Complexities of Racial Socialization • Synergistic and dynamic • Bi-directional process • Deliberate and unintended • Transmission and reception • Moderated by family and ecological characteristics

11. Child Experiences Peer/Other Socialization Messages Family Socialization Messages Family Experiences Peer/Other Experiences Home Environment Media School Environment Proximal Sources of Racial Socialization Messages(Coard, & Sellers, 2003) Child Racial Identity

12. Qualitative Approaches • Focus groups • Surveys • Naturalistic observations • Interviews • Content analyses of archival material • Case studies

13. Qualitative Research: Advantages • Flexibility in data collection (access to otherwise unable or unwilling participants) • Validity is not jeopardized by a lab environment • Ability to study new and interesting topics • Yields a lot of information; rich information

14. Consideration in RS in Parent Training: Qualitative Pilot(Coard, Wallace, Stevenson, & Brotman, 2003) (a) Do African American parents from low-income, inner-city neighborhoods use the range of racial socialization strategies described in the literature? (b) If so, what is the content of the information African American parents communicate to their young children? (c) What methods of delivery or communication strategies do the parents use? (d) Are there discernable styles that are used in delivering or communicating such information to young children?

15. Method Subjects • Fifteen [thirty] economically disadvantaged, inner-city African American primarily care providers of 5 and 6 [7] year old children. Measure/Procedure • Semi-structured interview • personal and racial identity • racial socialization practices • racial conflicts • racial images • Individually conducted by African American female staff. • 2 hours, audio and videotaped • Compensated with a free subscription to a black parenting magazine.

16. Model of Racial Socialization Processes(Coard, 2003) • Content of Messages • Racial Preparation • Racial Pride • Racial Equality • Racial Achievement • Frequency of Message • Frequently Used • Routine aspect of parenting • Moderated by family characteristics Racial Socialization • Mode/Delivery of Messages • Active • Responsive • Passive

17. Content of RS Teachings Racism Preparation:Emphasis on racial barriers and and/or protocol. • Awareness of racial barriers and/or blocked opportunities • Defensive racial protocol, social distance, mistrust and inter-group communication • Strategic racial protocol and adaptive racial orientation Racial Pride: Emphasis on racial/ethnic pride and commitment • Racial pride • Black history and heritage • Black unity and group commitment Racial Equality: Emphasis on humanitarianism and equality • Egalitarian virtues • Expanded opportunities • Peaceful and/or multiethnic co-existence Racial Achievement: Emphasis on individual and academic achievement • Initiative and leadership • Character building • Necessity to excel, achieve and/or work hard.

18. Frequency of Racial Socialization Messages • Racism Preparation 83% • Racial Pride 93% • Racial Equality 86% • Racial Achievement 67%

19. Racism Preparation: Racial barriers and and/or protocol Q1001- so I wanted him to be able to mix extremely well … don’t stick out and I feel that if you are too black you stick out. Q821-I have to teach them how to conduct themselves in a manner in which they are able to communicate with other ethnic groups…So I was raised not do certain things, not say certain things to people, not look at people a certain way. Q821- … my children are gonna know how to dress appropriately … have manners so they can move and groove and go in and out of different environments and different arenas and different ethnic groups and they can manage.

20. Q811- …. don’t wear braids, dreads, don’t wear the Malcolm X shirt to work. Don’t be too black … that could cost you your job. They might not look at it as pro-black. They would look at it as anti-white. Don’t wear Danger: Educated black person on the job because they might get threatened. I try to tell my kids to try new things. She [friend] was telling me about a hockey team that is starting in Harlem at the ice skating rink. Maybe they should try for that because not many [Black] kids are exposed to that. They may meet new kids [other than Black].The have to learn get along with kids that don’t look like them.

21. Sources of Parental Stress • Conflicts on the playground • Classroom and school related activities • Interactions with authorities in the community (e.g., police officers) • Balancing within community vs outside community interactions • Reality vs media hype

22. Racial Socialization Mode/Delivery Styles Active parent initiated race-related teachings of their child for the purpose of preparing the child for cultural growth and providing a “buffer” to societal injustices. Responsive Use of racial socialization in direct response to a child-initiated interaction (e.g., questions raised by child) or situation initiated (e.g., social exclusion, racial conflict) in an attempt to provide a culturally affirming resolution. Passive Parent’s underutilization of racial socialization despite knowing its importance.

23. Directions for Future Research • Utilize longitudinal approaches • Employ multiple methods • Qualitative interviews and focus groups • Observational assessments • Questionnaires and checklists • Event sampling frameworks • Use multiple informants into the socialization process • Messages sent and messages received

24. Directions for Future Research • Examine other sources of racial socialization beyond parents. • Investigate the ethnic variation among families of African descent in America. • Identify racial socialization practices and strategies that are associated with the most positive child outcomes taking into consideration ecological environment. • Evaluate existing race socialization interventions.