This study examined racial socialization processes in early childhood among African American families. Mothers utilized cultural socialization messages to develop racial identity and representation. They exposed children to environments with other African Americans and sought representation in toys, media, and schools. Mothers also discussed race, skin color, and hair to promote positive racial identity. While most mothers used cultural socialization, some were hesitant to discuss race, potentially due to discomfort or optimism that discrimination would not impact their child. The study highlights the importance of representation and identity development for young African American children.

1. Tasnim Begum, B.S.;Joseph Calhoun, B.A.;Kimberly Stokes, M.Ed.;
Erika Bocknek, Ph.D., LMFT
Representation Through
Racial Socialization
in Early Childhood

2. Whatisracialsocialization(RS)?
• RS is centered aroundAfricanAmericanfamilies’values, perceptions, attitudes, andbehaviorsrelatedto
raceas a pathway of resiliency.
• AlthoughRS can be applied to other minoritygroups,itis most oftenrelatedtoAfricanAmericanfamilies
in literature.
Hughes et al. 2006; Anderson & Stevenson, 2019; Parke & Buriel, 1998;
Coard et al., 2004; Suizzo et al., 2008
Cultural
Socialization
Egalitarianism
Preparationfor
Bias
Promotionof
Mistrust
Introduction

3. FourTenetsofRS
• Culturalsocializationfocuseson racialpridesuch asteaching childrenabouttheir heritage, culturaltraditions,andotherpositive
presentationsthatcelebratetheirculture.
• Commonlyidentifiedin literatureasthe mostprevalent practiceofRS
• Egalitarianism is amethodusedtosharemessages ofequalitybetween individuals acrossracialgroupsinsteadoffocusingon one’s
racialgroupmembership. Thesemessages areoftenrelatedtoteaching children “color-blind”racialattitudes,suggesting individuals
shouldnotnoticeraceor openlydiscussing racewill promoteracialdivision.
• Preparation for bias is acolor-consciousparentalapproachthataims tohelp children beawareofracialdiscriminationanddevelop
waysto copewith discriminatoryencounters.
• Promotionof mistrust explainsbeing attentiveofotherracialgroupsanddisapprovalofinterracialinteractions.
Hughes et al. 2006; Bonilla-Saliva, 2010
Literature
Review

4. InvestigatingthemostusedRSpractice
• We focus on how cultural socialization plays asignificant role in parental efforts to transmit
information, values, and perspectives about ethnicity, race, and culture to their young children.
• African American parents are more likely to engage in discussions about their cultural heritage
than non-African American parents.
• Parents’ messages related to cultural and racial pride stay consistent as children age.
• There are gender differences in cultural socialization messages among African American families.
Caughy et al. 2003; Baker et al. 2012; Hughes & Chen, 1997; Caughy et al. 2002
Literature
Review

5. StudyAims
Guiding question:
• What is most salientabout racialsocializationprocesses in earlychildhood?
• Assess and understand RS-relatedmessages givenin earlychildhood that are precursors tothemore
commonly describedRS processes occurring inmiddle childhood and adolescence.
• Addto the growingbodyof literatureonAfricanAmericanmothers’ practicesandbeliefs on RS fortheir
young children.
Methods

6. Participants
Gender
64% female,
35% male
Race/ethnicity
Mother:African
American(100%)
Child:AfricanAmerican
(93%);Multiracial(7%)
Age Mother:33.86
(SD=7.67)
Child:3-5years
old,4.42 (SD=
0.57) months
N=14
biologicalmothers
andtheiryoung
children
Annualhousehold
income
64% female,
35% male
$5,000-
$50,000
85%
employed
Methods

7. • Semi-structured interviewsfocused on:
• a) Earlychildhood parenting
• e.g.- Whatismostimportantforyouabout
howyouparentyourchildatthisage?
• b)Learningthroughplay
• e.g.- Whenyouplaywithyourchild,whatarecertainthings
onyourmindthatyouwanttoteachhim/her?
• c) Behaviors,perspectives,andfeelingsaboutrace
• e.g.- Atthisage,whatdoyouwantyourchildtoknowaboutrace?
Procedures
Methods

8. QualitativeAnalysis
• Allinterviewswereaudio-recordedand fully transcribed
• Majorityofinterviewswereconducted byAfricanAmericanresearchassistants
• Phenomenological analysis
• a) Theoretical coding
• b) Thematic analysis
• Triangulationwasused for data andinvestigator dependability
Husserl 1931; Smith et al. 2009; Patton, 1999; Brento, 1995; Creswell, 2013
Methods

9. Results
Common Themes ofEmergingRacial SocializationProcesses
Cultural
Socialization
Mothers exposedtheirchildrento
environmentswithfellow
community members(e.g.,
churches,and cultural
organizations)
Mothers sought representationin
toys, popular media,and inschool
selection
Findings

10. “I read to him. We read
together. We watch stories
and videos of other kids who
look like him, kids who don't
look like him. We talk about
how people look the same,
how people look different,
discussing those differences.
We talk about how we treat
people. That's pretty much it.”
“Yes. So, we always talk about
what color his skin is and how
cool his hair is and how different
his hair is. Or we talk about my
skin and he looks at my skin and
he's - he knows what color my
skin is. And just even when we
look and we read books about it,
so Brown Boy Joy is one of his
favorite books and just knowing
that great things come with
being a brown boy.”
“Oh, you know what. When I do
buy things for him to play with, I
try to make sure it's representative
of him, so, sometimes, with boy
toys, there are a lot less
availability and variety, but when I
buy books, if it's not animals, then
I'm trying to get black kids in the
books or any kid of color, but I
want him to know that he can
have toys and books that look like
him or people that looked him.”
Findings

11. Discussion
• This studyhighlights how mothers utilizeRS messages inearlychildhood todevelop racialidentity,
preparefor kindergarten,and buffer potential discriminatoryexperiences.
• Mostmothers:
• Usedcultural socializationas one of the mostprevalentpracticesof RS
• Sought representationin theirsurroundings to promotepositive racial identity
• Mothers whodecided not todiscuss topics about race:
• May be experiencingpersonal discomfort
• Are optimistic that racial discrimination will notimpact their child
Discussion

12. Implications
• Through amplifyingthe perspectives of AfricanAmericanmothers, these findings support the need for
increasedculturalvariabilityin researchand practice onpositive parenting processes.
• Is cultural socializationthemost prevalentpractice ofRS among other cultures aswell?
• Aseducation policy pushes for universalpreschool, researchshould explore how schools contribute to
racialsocializationfor young children since mothers sought representationin school.
Conclusion

13. FutureDirections
• Continuedresearchtounderstand:
• Howracialsocializationvaries bygender in early childhood
• Inform therapeuticinterventionstoaddress positiveracialidentity and
race-relatedexperiences for youngAfrican Americanchildren
Conclusion

14. Acknowledgements
• Thankyou!
• To all the incredible families whoparticipated in this study onRS
• Oursupportive research mentor, Dr. Erika Bocknek
https://www.familyresiliencelab.org/
@WSUfamilies
Tasnim Begum: gb0768@wayne.edu
Joseph Calhoun: gh8204@wayne.edu
Kimberly Stokes: gv1818@wayne.edu
Erika Bocknek: an5012@wayne.edu