Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University, New York, NY, USA.
J Youth Adolesc. 2009 May;38(5):605-26. doi: 10.1007/s10964-009-9399-7. Epub 2009 Mar 17.
The current study examined relationships between adolescents' and mothers' reports of ethnic-racial socialization and adolescents' ethnic-racial identity. The sample included 170 sixth graders (49% boys, 51% girls) and their mothers, all of whom identified as Black, Puerto Rican, Dominican, or Chinese. Two dimensions of ethnic-racial socialization (cultural socialization and preparation for bias) were evaluated alongside three dimensions of ethnic-racial identity (exploration, affirmation and belonging, and behavioral engagement). Mothers' reports of their cultural socialization predicted adolescents' reports, but only adolescents' reports predicted adolescents' ethnic-racial identity processes. Mothers' reports of preparation for bias predicted boys' but not girls' reports of preparation for bias. Again, only adolescents' reports of preparation for bias predicted their ethnic-racial identity. Thus, several gender differences in relationships emerged, with mothers' and adolescents' perceptions of cultural socialization, in particular, playing a more important role in girls' than in boys' identity processes. We discuss the implications of these findings for future research.
本研究考察了青少年和母亲报告的种族社会化与青少年种族认同之间的关系。样本包括 170 名六年级学生（49%为男生，51%为女生）及其母亲，他们都自认为是黑人、波多黎各人、多米尼加人或中国人。种族社会化的两个维度（文化社会化和偏见准备）以及种族认同的三个维度（探索、肯定和归属以及行为参与）一起进行了评估。母亲对其文化社会化的报告预测了青少年的报告，但只有青少年的报告预测了他们的种族认同过程。母亲对偏见准备的报告预测了男孩而不是女孩对偏见准备的报告。同样，只有青少年对偏见准备的报告预测了他们的种族认同。因此，关系中出现了一些性别差异，母亲和青少年对文化社会化的看法，特别是在女孩的身份过程中比在男孩的身份过程中起着更重要的作用。我们讨论了这些发现对未来研究的意义。
