TY - JOUR
T1 - Cultural Socialization and Ethnic-Racial Identity Mediated by Positive and Negative Conversations about Race
T2 - Exploring Differences among Asian American, African American, Latinx, Multiracial, and White Students
AU - the Spit for Science Working Groupa
AU - Elias, Maria J.
AU - DeLaney, Eryn N.
AU - Williams, Chelsea Derlan
AU - Hawa, Sabrina
AU - Walker, Chloe J.
AU - Lozada, Fantasy T.
AU - Su, Jinni
AU - Dick, Danielle M.
N1 - Funding Information:
Spit for Science has been supported by Virginia Commonwealth University, P20AA017828, R37AA011408, K02AA018755, P50AA022537 and K01AA024152 from the National Institute on Alcohol Abuse and Alcoholism, and UL1RR031990 from the National Center for Research Resources and National Institutes of Health Roadmap for Medical Research. This research was also supported by the National Institute on Drug Abuse of the National Institutes of Health under Award Number U54DA036105 and the Center for Tobacco Products of the U.S. Food and Drug Administration. The content is solely the responsibility of the authors and does not necessarily represent the views of the NIH or the FDA.
Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.
PY - 2022
Y1 - 2022
N2 - The current study examined associations between cultural socialization and ethnic-racial identity via positive and negative conversations about one’s ethnicity/race. Ethnic-racial differences between Asian American, African American, Latinx, Multiracial, and White students were explored. College students 18–22 (M age = 18.46) participating in a university-wide study provided self-reports of childhood cultural socialization, engagement in conversations about ethnicity/race during college, and ethnic-racial identity. Cultural socialization was associated with more positive conversations about race, and, in turn, greater ethnic-racial identity exploration, resolution, and affirmation among all students. Additionally, among Multiracial and African American students, cultural socialization was associated with greater negative conversations about race and, in turn, less ethnic-racial identity affirmation. Although cultural socialization was not associated with negative conversations about race for Asian American, Latinx, or White students, the relation between greater negative conversations about race and less ethnic-racial identity affirmation was significant. Negative conversations about race also informed greater ethnic-racial identity exploration among all students, but was not associated with ethnic-racial identity resolution. The current study highlights the nuanced ways that childhood cultural socialization and conversations about one’s ethnicity/race influence college students’ ethnic-racial identity, both similarly and differently among different racial groups.
AB - The current study examined associations between cultural socialization and ethnic-racial identity via positive and negative conversations about one’s ethnicity/race. Ethnic-racial differences between Asian American, African American, Latinx, Multiracial, and White students were explored. College students 18–22 (M age = 18.46) participating in a university-wide study provided self-reports of childhood cultural socialization, engagement in conversations about ethnicity/race during college, and ethnic-racial identity. Cultural socialization was associated with more positive conversations about race, and, in turn, greater ethnic-racial identity exploration, resolution, and affirmation among all students. Additionally, among Multiracial and African American students, cultural socialization was associated with greater negative conversations about race and, in turn, less ethnic-racial identity affirmation. Although cultural socialization was not associated with negative conversations about race for Asian American, Latinx, or White students, the relation between greater negative conversations about race and less ethnic-racial identity affirmation was significant. Negative conversations about race also informed greater ethnic-racial identity exploration among all students, but was not associated with ethnic-racial identity resolution. The current study highlights the nuanced ways that childhood cultural socialization and conversations about one’s ethnicity/race influence college students’ ethnic-racial identity, both similarly and differently among different racial groups.
KW - Cultural socialization/ethnic-racial socialization
KW - college students
KW - conversations about ethnicity/race
KW - emerging adults
KW - ethnic-racial identity
UR - http://www.scopus.com/inward/record.url?scp=85119959633&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85119959633&partnerID=8YFLogxK
U2 - 10.1080/15283488.2021.1999815
DO - 10.1080/15283488.2021.1999815
M3 - Article
AN - SCOPUS:85119959633
SN - 1528-3488
VL - 22
SP - 282
EP - 297
JO - Identity
JF - Identity
IS - 4
ER -