Linking parental socialization to interpersonal protective processes, academic self-presentation, and expectations among rural African American youth.
Data obtained from 2 waves of a longitudinal study of 671 rural African American families with an 11-year-old preadolescent were used to examine pathways through which racial and ethnic socialization influence youth self-presentation, academic expectations, and academic anticipation. Structural equation modeling analyses indicated that racial and ethnic socialization were linked with youth expectations for and anticipation of academic success through youth self-pride, which included racial identity and self-esteem, and through academic self-presentation. The results highlight the need to disaggregate racial and ethnic socialization to attain a better understanding of the ways in which these parenting domains uniquely forecast youth self-pride and academic orientation.
Murry
Velma McBride
VM
Center for Family Research, University of Georgia.
Berkel
Cady
C
Prevention Research Center, Arizona State University.
Brody
Gene H
GH
Center for Family Research, University of Georgia.
Miller
Shannon J
SJ
Department of Child and Family Development, University of Georgia.
Chen
Yi-Fu
YF
Center for Family Research, University of Georgia.
D000124:Achievement; D000293:Adolescent; D001741:Black or African American / Q000208:ethnology* / Q000523:psychology; D001240:Aspirations, Psychological; D002648:Child; D005260:Female; D005845:Georgia; D006801:Humans; D007398:Interpersonal Relations; D008137:Longitudinal Studies; D008297:Male; D008960:Models, Psychological; D016487:Parenting / Q000208:ethnology* / Q000523:psychology; D012424:Rural Population; D012649:Self Concept; D012933:Social Identification; D012951:Socialization