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Racial socialization and identity across the transition to middle school among African American youth

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University of North Carolina at Chapel Hill. Library
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Abstract

Grade, gender, and reporter differences in parental racial socialization practices and their relationship to race centrality were assessed in 197 African American child-parent pairs when the children were in 5th and 7th grades. Parents reported on their racial socialization practices with their children (racial pride and preparation for discrimination), and children reported their perceptions of their parents' behaviors. Contrary to study hypotheses, racial socialization practices did not increase after children entered middle school. Furthermore, few gender differences emerged, and the predicted bidirectional relationship between parental racial socialization and race centrality was not supported. The interplay among gender, racial socialization, and contextual change in shaping the identity development of African American youth is discussed.

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