RESUMO
OBJECTIVE: Black American adolescents are beleaguered with the most frequent and severe experiences of racial discrimination (RD) among their peers. To protect Black adolescents' mental health and developmental outcomes from the pernicious impact of discrimination, parents and other proximal adults and peers often utilize racial socialization (RS), or communications and behaviors emphasizing the importance of race and the harms of racism. While several recent RS reviews have been conducted across ethnicity, a modern review investigating RS practices related to and predictive of Black adolescent psychosocial outcomes is needed. METHOD: To ground our critical systematic review of 45 articles, we first highlighted the ways RD impacts the lives of Black adolescents. Then, drawing from integrative models for Black youth development, we synthesized recent psychological, academic, and sociocultural literatures to describe the role of RS in Black adolescents' wellness. RESULTS: The impact of various tenets of RS was seen most clearly as a protective factor against RD with respect to adolescents' mental health (e.g. depression), academic achievement (e.g. GPA), and sociocultural identity (e.g. public and private racial regard) development. Cultural socialization, a strategy related to extolling pride for one's race, was the most consistent RS protective factor, with novel RS constructs (e.g. parental competency) emerging as a method to buffer youth internalizing and externalizing problems. CONCLUSIONS: Recommendations are made for future research on understudied components of RS and multiple methods and reporters to capture a more holistic depiction of RS practices. We emphasize preventative and intervening approaches to reduce the impetus for RS and its impact, including burgeoning clinical and community-level programs and the importance for provider training to yield positive mental health outcomes for Black adolescents.
RESUMO
OBJECTIVES: The previous decade has seen an abundance of scholarship on the benefits of critical consciousness (CC) for racial and ethnic minority youth. However, it is unclear whether CC is a buffer against the negative effects of racial discrimination on Black adolescents' outcomes. The present study examined whether three CC dimensions buffered against the negative effects of racial discrimination on academic attitudes. METHOD: A total of 205 Black adolescents (Mage = 15.10) reported racial discrimination and CC. We conducted multiple regression analyses for each component of CC to test for their direct and protective effects on academic attitudes. RESULTS: Our results revealed associations between CC dimensions and academic attitudes. Critical reflection and critical action also buffered against racial discrimination's negative effects. CONCLUSIONS: Implications for research on the nature and impact of CC dimensions on racial discrimination and academic attitudes are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
RESUMO
This study examines the precedents and consequences of Black girls' Strong Black Woman schema (SBW) endorsement. Hierarchical regression analyses revealed that, among Black girls (N= 308), racial discrimination experiences and racial barrier socialization messages were positively associated with SBW endorsement. However, there was no significant interaction between racial discrimination and racial barrier messages in predicting SBW endorsement. Our analyses also revealed that SBW was not directly associated with internalizing symptoms (e.g., anxiety and depression symptoms). Furthermore, there was no significant interaction between racial discrimination and SBW endorsement in predicting internalizing symptoms. Findings provide evidence of and clarity on how sociocultural experiences shape SBW development and highlight a need to better understand how SBW endorsement functions in the mental health of Black girls.
Assuntos
Saúde Mental , Racismo , Negro ou Afro-Americano/psicologia , Ansiedade , População Negra , Feminino , Humanos , Racismo/psicologiaRESUMO
Racial discrimination can lead to psychosocial problems for Black adolescents, including internalization (e.g., depression) and externalization (e.g., conduct problems). Black parents (N = 186; Mage = 42.9) of adolescents (ages 10-18) were assessed to investigate how parental worries and racial socialization competency (i.e., confidence, skills, and stress) contribute to the association between parental discrimination experiences and their adolescents' psychosocial problems. Mediation analyses indicated that the total direct models with discrimination, worries, and problems had good fit, and that the addition of worry mediated the discrimination-problems association. Furthermore, racial socialization competency moderated the association between worry and problems, wherein greater competency was associated with less impact of worry on problems. Findings illuminate potential intervention targets for buffering discrimination's influence on adolescents' psychosocial functioning.
Assuntos
Racismo , Socialização , Adolescente , Adulto , Negro ou Afro-Americano , Criança , Humanos , Pais , Grupos RaciaisRESUMO
This research explored the development of Black adolescents' (N = 454) critical reflection, conceived as individual (i.e., blaming Black people) and structural (i.e., blaming systemic racism) attributions for race achievement gaps. In this longitudinal study, adolescents and their parents reported their individual and structural attributions for race achievement gaps and parents' racial socialization. Adolescents' structural attributions increased from Grade 10 to Grade 12. Average levels of individual attributions did not change. Adolescents' reports of parental racial socialization and parents' structural attributions when youth were in Grade 10 predicted increases in adolescents' structural attributions. Findings are applied to future research and efforts to increase adolescent critical reflection.
Assuntos
Logro , Desenvolvimento do Adolescente , Identificação Social , Adolescente , Negro ou Afro-Americano/psicologia , Feminino , Humanos , Estudos Longitudinais , Masculino , Pais/psicologia , Racismo/psicologia , SocializaçãoRESUMO
OBJECTIVES: Latinx and Black young adults' experiences with the U.S. political system have been contentious. Despite this, they utilize psychological strengths, such as their critical consciousness (CC), to participate in the political process. This research explored relations between CC (e.g., critical reflection of social inequality and voting likelihood) and forms of civic/political engagement (e.g., sociopolitical action and social media engagement) among Latinx and Black young adults. METHOD: Measurement invariance (MI) tests and structural equation modeling (SEM) were used with Latinx (N = 354, Mage = 26.08, SD = 5.03) young adults who were slightly predominately male (55.1%) and Black American young adults (N = 160, Mage = 25.84, SD = 4.98) who were slightly predominately female (52.5%). RESULTS: MI results indicated measures were not invariant (i.e., they were measured differently) across groups. Therefore, the hypothesized model was examined separately for groups. SEM analyses suggested both groups' critical reflection positively predicted voting likelihood and sociopolitical action. For Latinx young adults, voting likelihood mediated the relation between critical reflection and social media engagement. Black young adults' voting likelihood was unrelated to sociopolitical action and social media engagement. Alternative models examined bidirectional relations between CC and civic/political engagement. CONCLUSIONS: Findings suggest civic/political engagement pathways differ for Latinx and Black young adults. However, fostering critical reflection has the potential to stimulate both groups' intent to vote and sociopolitical action. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
Assuntos
Desenvolvimento do Adolescente , Negro ou Afro-Americano/psicologia , Hispânico ou Latino/psicologia , Política , Adolescente , Estado de Consciência , Feminino , Humanos , Masculino , Mudança Social , Responsabilidade Social , Estados Unidos , Adulto JovemRESUMO
This timely special issue on political development broadens the empirical conversation around how adolescents are engaging politically and civically, what factors shape their involvement, how their involvement impacts their wellbeing, and how to engage diverse populations of youth in the political system. From the perspectives of critical consciousness and sociopolitical development, we reflect on two themes in particular: the importance of context and the various ways in which political development and involvement is conceptualized and defined. We conclude with suggestions for future empirical work and implications for policy and practice.
RESUMO
While youth generally experience stressors from developmental milestones, Black youth also face racialized stressors. Racial socialization has been found to help Black youth cope with racialized stressors, but research has yet to show its contribution to coping beyond general socialization practices. This study examines how racial socialization contributes beyond that of general coping socialization to coping behaviors. Fifty-eight third-eighth-grade (Mage = 11.3, SD = 1.54) youth reported general coping socialization and racial socialization practices and coping behaviors. Results indicate that for engagement coping, racial socialization messages contributed significantly to parent-provided engaged socialization strategies. Implications are considered for the ways in which Black youth experience stress and require culturally specific practices for successful coping with frequently encountered stressors.
Assuntos
Adaptação Psicológica , Comportamento do Adolescente/psicologia , Negro ou Afro-Americano/psicologia , Relações Interpessoais , Poder Familiar/psicologia , Racismo , Adolescente , Criança , Feminino , Inquéritos Epidemiológicos , Humanos , Masculino , Meio-Oeste dos Estados Unidos/epidemiologia , Relações Pais-Filho , Racismo/psicologia , Racismo/estatística & dados numéricos , Autoimagem , Identificação Social , Percepção Social , Socialização , Fatores Socioeconômicos , Inquéritos e QuestionáriosRESUMO
Sociopolitical development (SPD) is the process by which people come to understand structural oppression and develop the capacity to reform and transform society, combat oppression, and achieve liberation. In this article, we honor and recognize the community-based framework building of Dr. Roderick Watts and his colleagues, scholars of African descent who pioneered SPD. First, we describe the history and evolution of SPD as both stage and process models of development rooted in Black liberation psychology. We then highlight several contributions of SPD to psychology research and practice including the relevance of sociocultural factors; the integration of intersectionality, well-being, and healing; and the role of context. Throughout, we share parts of conversations with several pioneering SPD scholars regarding the importance of this framework to both Black psychology and psychology broadly. We conclude with recommendations for how psychologists can integrate SPD into their research and practice, as one way to challenge anti-Black racism and reimagine youth resistance against racism and oppression. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
Assuntos
Antirracismo , Racismo , Humanos , Adolescente , Comunicação , Relações RaciaisRESUMO
This paper reviews recent literature on racially marginalized youth's sociopolitical action in the United States by highlighting three trends regarding the nature of, the factors shaping, and the implications of youth action. First, we trace the nature of racially marginalized youth's individual/interpersonal action, collective action, and digital action. Then, we describe the sociopolitical, sociocultural, and contextual domains that shape their sociopolitical action. Importantly, we examine the significant implications for the mental health of youth, particularly as these actions have both positive and negative results. Finally, we highlight recent advances in the measurement of racially marginalized youth's sociopolitical action while imploring the field for more holistic and intersectional approaches to both measurement and theory.
Assuntos
Política , Grupos Raciais/psicologia , Marginalização Social , Adolescente , Feminino , Humanos , Estudos Longitudinais , Masculino , Classe Social , Estados Unidos/epidemiologiaRESUMO
Conventional definitions of mental health, manhood, and social support create barriers to accessing behavioral health care for Black men ages 18 to 30. Targeted behavioral health interventions sensitive to culture, social norms, and gender that circumvent these barriers are desperately needed to improve access and integrated care for this group. This article reports mixed methods findings from the 2017 iteration of the Young Black Men, Masculinities, and Mental Health (YBMen) project, a social media-based, psychoeducational program that promotes mental health, progressive definitions of manhood, and sustainable social support for Black men. Young Black men (n = 350) across two universities in the Midwest completed baseline surveys on their mental health, definitions of manhood, and social support. Forty of the men participated in the YBMen intervention and at postintervention reported experiencing fewer depressive symptoms on the Patient Health Questionnaire (PHQ-9, Z = -2.05, p < .01) and the Gotland Male Depression Scale (GMDS; Z = -1.76, p < .05). There were also changes on the Conformity to Masculine Norms Inventory (CMNI) for Self-Reliance (Z = -0.34, p = .26) and Heterosexual Self-Presentation (Z = -0.18, p = .59), though these changes were not statistically significant. A qualitative review of postintervention interviews revealed participants' appreciation of the YBMen project and its influence on their mental health, manhood, and social support. Programmatic efforts that support the behavioral health, positive development, and social relationships of Black men translate into positive families, communities, and experiences as they live, learn, love, and work over the life course.