Linking Parental Socialization to Interpersonal Protective Processes, Academic Self-Presentation, and Expectations Among Rural African American Youth

Velma Mc Bride Murry, Cady Berkel, Gene H. Brody, Shannon J. Miller, Yi fu Chen

Research output: Contribution to journalArticle

50 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)1-10
Number of pages10
JournalCultural Diversity and Ethnic Minority Psychology
Volume15
Issue number1
DOIs
StatePublished - Jan 1 2009

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self-presentation
Socialization
African Americans
socialization
academic success
Parenting
Self Concept
self-esteem
Longitudinal Studies
longitudinal study
American

Keywords

  • academic self-presentation
  • parenting
  • racial identity
  • racial socialization
  • rural

ASJC Scopus subject areas

  • Social Psychology
  • Sociology and Political Science

Cite this

Linking Parental Socialization to Interpersonal Protective Processes, Academic Self-Presentation, and Expectations Among Rural African American Youth. / Murry, Velma Mc Bride; Berkel, Cady; Brody, Gene H.; Miller, Shannon J.; Chen, Yi fu.

In: Cultural Diversity and Ethnic Minority Psychology, Vol. 15, No. 1, 01.01.2009, p. 1-10.

Research output: Contribution to journalArticle

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