Abstract
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.
Original language | English (US) |
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Pages (from-to) | 1-10 |
Number of pages | 10 |
Journal | Cultural Diversity and Ethnic Minority Psychology |
Volume | 15 |
Issue number | 1 |
DOIs | |
State | Published - Jan 2009 |
Keywords
- academic self-presentation
- parenting
- racial identity
- racial socialization
- rural
ASJC Scopus subject areas
- Social Psychology
- Sociology and Political Science