School of Social Work.
School of Education.
Psychol Bull. 2019 May;145(5):437-458. doi: 10.1037/bul0000187. Epub 2019 Mar 21.
Parental ethnic-racial socialization practices help shape the development of a strong ethnic-racial identity in children of color, which in turn contributes positively to mental health, social, and academic outcomes. Although there is a wide body of literature on the relationship between these meta-constructs, this research has not been systematically examined to either (a) determine the degree to which associations between parental ethnic-racial socialization approaches and ethnic-racial identity dimensions hold actual practical significance for parents of color or (b) estimate how these associations vary as a function of theorized mitigating factors. In response, this meta-analytic study investigated the strength of the association between parental ethnic-racial socialization practices and the construction of ethnic-racial identity, as well as factors that moderated the strength and direction of this association. Findings revealed that across 68 studies, there was a significant and substantive relationship between the global constructs of ethnic-racial socialization practices and ethnic-racial identity. Most individual practices of ethnic-racial socialization were positively associated with global ethnic-racial identity, and the strongest relationship was with pride and heritage socialization. Parental ethnic-racial socialization was also positively associated with all ethnic-racial identity dimensions tested except for public regard, with which it was negatively associated. Developmental findings showed that although ethnic-racial socialization positively predicted identity at every level of schooling, the strongest relationship was at the high school level. Finally, the association between ethnic-racial socialization and ethnic-racial identity was positive for African Americans, Latinxs, and Asian Americans alike, but the strongest relationship was among Latinxs. Implications for parenting practices and future research are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
父母的种族社会化实践有助于塑造有色人种儿童强烈的种族认同，这反过来又对心理健康、社会和学业成果产生积极影响。尽管有大量关于这些元结构之间关系的文献，但这些研究尚未系统地进行检查，以确定(a)父母的种族社会化方法与种族认同维度之间的关联在多大程度上对有色人种的父母具有实际意义，或(b)估计这些关联如何因理论上的缓解因素而变化。为此，这项元分析研究调查了父母的种族社会化实践与种族认同构建之间的关联强度，以及调节这种关联强度和方向的因素。研究结果表明，在 68 项研究中，种族社会化实践的全球结构与种族认同之间存在显著的实质性关系。大多数种族社会化实践与全球种族认同呈正相关，与自豪感和传统社会化的相关性最强。父母的种族社会化与所测试的所有种族认同维度都呈正相关，除了与公众关注度呈负相关。发展研究结果表明，尽管种族社会化在每个教育阶段都积极地预测着身份认同，但在高中阶段的相关性最强。最后，种族社会化与种族认同之间的关系对非裔美国人、拉丁裔和亚裔美国人都是积极的，但与拉丁裔的相关性最强。讨论了对养育实践和未来研究的影响。（APA 心理档案数据库记录（c）2019，保留所有权利）。
