Fostering the Facilitator: Promoting Clinical Educators' Interprofessional Education Facilitation Skills and Socialization Using Exclusively Online Learning.

Health professions educators can benefit from continuing education to more effectively facilitate interprofessional education (IPE) in clinical settings. Online learning formats enable broader participation and overcome barriers to in-person events, though few studies describe the most effective platforms and methods of online continuing education for this purpose. In the context of the COVID-19 pandemic, we developed a 6-week interactive online program implemented via an integrated online educational platform (OEP) to equip participants with knowledge and skills to better facilitate IPE in clinical settings. Program outcomes evaluation involved mixed-methods data analysis from OEP site usage statistics, pre/post-program surveys, pre/post program validated self-assessment surveys, and post-pro¬gram focus group. Twenty-four participants representing 5 professions from inpatient and outpatient clinical settings completed the program. Quantitative findings include statistically significant improvement in all of 11 measures of IPE knowledge and skills developed for this study, 4 of 9 socialization measures, and 7 of 18 facilitation measures. Qualitative findings include participants placing value on multiple modes of instruction, facilitated small group engagement, brief condensed asynchronous content, clear expectations of program time commitment, and detailed understanding of the OEP.

Moving away from willful ignorance: A critical whiteness examination of leadership educator socialization.

In the face of calls for the standardization and professionalization of leadership education, a sub-field in higher education, it is important to understand who leadership educators are and how they come to understand themselves as belonging to this sub-field. Recent critiques have arisen about the overwhelming whiteness that permeates the knowledge accepted within leadership education. To be cognizant of that critical perspective, this article applies the critical whiteness studies framework to analyze existing literature about leadership educator identity and socialization. It concludes with recommendations for the field of education to implement in order to combat the impact of whiteness on the field of leadership education.

The impact of distance education on the socialization of college students in the Covid-19 era: problems in communication and impact on mental health.

BACKGROUND: The problems of students' social interaction and psychological well-being associated with online learning dependent on self-directed learning have become an important topic of research in recent years worldwide due to the COVID-19 pandemic, affecting their Social Emotional Learning. This paper aimed to compare the students' loneliness, social anxiety, social interaction, and general psychological well-being at different stages of online learning (at the beginning and the height of the pandemic), considering their criteria (presence/absence of a job and own family). METHODS: For this, the researchers conducted an electronic survey of students (n = 320) twice, in February and May 2020, using four questionnaires: UCLA loneliness scale-3, Social Anxiety Scale for E-Learning Environments, Social Interaction Scale, and Brief Adjustment Scale. The responses at different stages of online learning were compared using Student's t-test. Differences between employed and unemployed students with or without their own families were determined using the analysis of variance (ANOVA). RESULTS: The findings showed that unemployed students without their families suffered the most from loneliness. Social interaction online was rated higher by students with their own families; psychological well-being at the beginning of the distance period and social anxiety at the height of the distance period were higher among unemployed students. CONCLUSIONS: This research can become a theoretical basis for a phase-by-phase study of social predictors for the psychological well-being of higher education students and is of practical value for teachers and administrators of online learning aimed at students' socialization. In addition, it provides education officials with information about how students perceive psychological well-being, anxiety, social interaction, and loneliness during distance learning, which can help officials direct their decisions and reforms to improve interaction in the online environment.

Shaping a moral body in family dinner talk: Children's socialization to good manners concerning bodily conduct.

The family meal has been extensively investigated as a site for children's acquisition of eating-related behaviors and attitudes, as well as culture-specific rules and assumptions. However, little is known about children's socialization to a constitutive dimension of commensality and even social life: good manners concerning bodily conduct. Drawing on 20th century scholarship on body governmentality and good manners, and building on recent studies on family meal as a socialization site, the article sheds light on this overlooked dimension of family commensality. Based on a corpus of more than 20 h of videorecorded family dinner interactions collected in Italy, and using discourse analysis, the article shows that family mealtime constitutes a relevant arena where parents control their children's conduct through the micro-politics of good manners. By participating in mealtime interactions, children witness and have the chance to acquire the specific cultural principles governing bodily conduct at the table, such as "sitting properly", "eating with cutlery", and "chewing with mouth closed". Yet, they are also socialized to a foundational principle of human sociality: one's own behavior must be self-monitored according to the perspective of the generalized Other. Noticing that forms and contents of contemporary family mealtime talk about good manners are surprisingly similar to those described by Elias in his seminal work on the social history of good manners, the article documents that mealtime still constitutes a privileged cultural site where children are multimodally introduced to morality concerning not only specific table manners, but also more general and overarching assumptions, namely the conception of the body as an entity that should be (self)monitored and shaped according to moral standards.

Interprofessional socialization of first-year medical and midwifery students: effects of an ultra-brief anatomy training.

BACKGROUND: Interprofessionalism is considered a key component in modern health profession education. Nevertheless, there remains ongoing debate about when and where to introduce interprofessional trainings in the curriculum. We identified anatomy, a subject commonly shared among health professionals, as a practical choice for initiating early intergroup-contact between first-year medical and midwifery students. Our study examined the effects of a four-hour block course in anatomy on interprofessional socialization and valuing, as well as long-term effects on intergroup contact. METHODS: Based on different concepts and theories of learning, we implemented 12 interprofessional learning stations. Several measures were taken to foster group cohesion: (1) self-directed working in interprofessional tandems on authentic obstetric tasks, (2) competing with other tandems, (3) creating positive interdependencies during task completion, and (4) allowing room for networking. In a pre-post design with a three-month follow-up, we assessed the outcomes of this ultra-brief training with qualitative essays and quantitative scales. RESULTS: After training, both groups improved in interprofessionalism scores with strong effect sizes, mean difference in ISVS-21 = 0.303 [95% CI: 0.120, 0.487], P < .001, η² = 0.171, while the scales measuring uniprofessional identity were unaffected, mean difference in MCPIS = 0.033 [95% CI: -0.236, 0.249], P = .789. A follow-up indicated that these positive short-term effects on the ISVS-21 scale diminished after 12 weeks to baseline levels, yet, positive intergroup contact was still reported. The qualitative findings revealed that, at this initial stage of their professional identity development, both medical and midwifery students considered interprofessionalism, teamwork and social competencies to be of importance for their future careers. CONCLUSION: This study advocates for an early implementation of interprofessional learning objectives in anatomical curricula. Young health profession students are receptive to interprofessional collaboration at this initial stage of their professional identity and derive strong advantages from a concise training approach. Yet, maintaining these gains over time may require ongoing support and reinforcement, such as through longitudinal curricula. We believe that an interprofessional socialization at an early stage can help break down barriers, and help to avoid conflicts that may arise during traditional monoprofessional curricula.

We got this: Evaluating racial socialization competency among diverse ethnic-racial groups.

Historically, research on racial socialization (RS) has centered on frequency, beliefs, and content of parent-child communications, with varied applications and implications across racial and ethnic subgroups. The Racial Socialization Competency Scale (RaSCS; Anderson et al., 2020) was developed to assess three dimensions of a novel construct, RS competency (confidence, skills, stress), among Black caregivers. In this article, we investigated the psychometric properties of the RaSCS across diverse ethnic-racial groups. Participants were 778 caregivers (Mage = 44.4 years) of youth between the ages of 10 and 18 recruited from across the United States. The sample was intentionally racially and ethnically diverse, with 26.1% identifying as Black, 24.2% identifying as Latinx, 24.9% identifying as Asian American, and 24.8% identifying as White. Confirmatory factor analyses replicated the previously identified structure of the RaSCS subscales, and scores were reliable. Multigroup measurement invariance analyses supported full scalar invariance across the four racial/ethnic subgroups for the Confidence, Skills, and General RS Stress subscales and partial scalar invariance for the Call to Action RS Stress subscale. These findings suggest that the RaSCS is an appropriate tool for assessing RS competency across racial and ethnic groups and that RS competency as a universal construct is relevant across groups. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Variability in adolescent reception of parental support: Testing the domain-matching hypothesis.

The present study investigated matches and mismatches between adolescent and parent socialization domains (i.e., protection, guidance) as related to adolescent reception of parental support during a laboratory-based social evaluation challenge. Participants were 80 early adolescents (Mage = 12.36 years, SD = 1.33, 55% males, 55% Black, 42.5% White, and 2.5% other races or ethnicities) and one parent or guardian per adolescent. Observational measures of parent socialization domains assessed sensitivity to adolescents' thoughts and feelings (protection domain) and prosocial behavioral advice (guidance domain). Measures of parallel adolescent socialization domains included self-reported discomfort during a social evaluation challenge (protection domain) and desire to continue the social evaluation challenge (guidance domain). Adolescent reception of parental support was assessed using an observational measure of adolescent attentiveness and responsiveness to the parent during a parent-adolescent discussion about how to approach the social evaluation challenge. Analyses of interactions between measures of parent and adolescent socialization domains revealed: (a) higher levels of adolescent-reported discomfort during the social evaluation challenge interfered with their reception of parental prosocial behavioral advice but did not enhance their reception of parental sensitivity, and (b) higher levels of adolescent-reported desire to continue the social evaluation challenge interfered with their reception of parental sensitivity but did not enhance their reception of parental prosocial behavioral advice. This study advances socialization research by identifying conditions under which adolescents are more and less receptive to supportive communication from parents. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The intergenerational transmission of risk and trust attitudes: Replicating and extending "Dohmen, Falk, Huffman and Sunde 2012" using genetically informed twin data.

This replication revisits an influential contribution on the intergenerational transmission of risk and trust attitudes, which, based on data from the German Socioeconomic Panel (GSOEP), reveals a positive correlation between parents' and children's attitudes. The authors of the original study argue that socialization in the family is important in the transmission process. The replication is motivated by mounting evidence indicating that within-family transmission has a considerable genetic component, which calls into question socialization as the main transmission pathway. To consider genetic transmission in addition to social transmission, the replication relies on the German twin family panel TwinLife. The findings reveal that, first, most of the variation in children's risk and social trust attitudes is attributable to differences in the non-shared environment, followed by genetic differences, whereas differences in the shared family environment - the main candidate for social transmission - do not matter. Second, correlations between parents' and children's attitudes essentially involve genetic similarity. Third, family conditions do not moderate these relationships. Thus, the findings do not support the socialization assumption.

Egalitarian penalty or reward? A longitudinal study of adolescent gender attitudes and adulthood income.

Studies often attribute the persistent gender pay gap to different labor force experiences between men and women. Yet, attitudes formed in earlier life stages also critically shape individual outcomes. Using longitudinal data from Taiwan, this study examines whether and how adolescents' gender attitudes are related to income in young adulthood. We test two pathways that mediate this relationship at different time points: the attitude continuity pathway from adolescence to young adulthood, hypothesized by the path-dependence theory, and the occupational pathway during young adulthood, hypothesized by the gender socialization perspective. The findings show that girls with egalitarian attitudes are rewarded, as both pathways facilitate higher income in adulthood. However, boys with egalitarian attitudes are simultaneously rewarded and penalized based on different occupational characteristics, resulting in an overall null effect. This study highlights the importance of adolescent gender attitudes and the differential consequences for men and women in the labor market.

Patterns of Medical Residents' Preferences for Organizational Socialization Strategies to Facilitate Their Transitions: A Q-study.

Introduction: To facilitate various transitions of medical residents, healthcare team members and departments may employ various organizational socialization strategies, including formal and informal onboarding methods. However, residents' preferences for these organizational socialization strategies to ease their transition can vary. This study identifies patterns (viewpoints) in these preferences. Methods: Using Q-methodology, we asked a purposeful sample of early-career residents to rank a set of statements into a quasi-normal distributed grid. Statements were based on previous qualitative interviews and organizational socialization theory. Participants responded to the question, 'What are your preferences regarding strategies other health care professionals, departments, or hospitals should use to optimize your next transition?' Participants then explained their sorting choices in a post-sort questionnaire. We identified different viewpoints based on by-person (inverted) factor analysis and Varimax rotation. We interpreted the viewpoints using distinguishing and consensus statements, enriched by residents' comments. Results: Fifty-one residents ranked 42 statements, among whom 36 residents displayed four distinct viewpoints: Dependent residents (n = 10) favored a task-oriented approach, clear guidance, and formal colleague relationships; Social Capitalizing residents (n = 9) preferred structure in the onboarding period and informal workplace social interactions; Autonomous residents (n = 12) prioritized a loosely structured onboarding period, independence, responsibility, and informal social interactions; and Development-oriented residents (n = 5) desired a balanced onboarding period that allowed independence, exploration, and development. Discussion: This identification of four viewpoints highlights the inadequacy of one-size-fits-all approaches to resident transition. Healthcare professionals and departments should tailor their socialization strategies to residents' preferences for support, structure, and formal/informal social interaction.

Why Do New Parents Stop Practising Sport? A Retrospective Study towards the Determinants of Dropping Out after Becoming a Parent.

Despite the known health benefits of sport, recent studies showed that parenthood is related to decreased sport participation. Changes in sport behaviour after becoming a parent have been explained by gender or with the rational resource perspective of limited time and energy. However, the latter is mostly theoretical, since empirical insights on resource mechanisms are scarce. We want to improve and go beyond these explanations by investigating them empirically and by examining sport socialisation during the formative years as an alternative explanation. Consequently, our main objective is to explain changes in sport participation after becoming a parent with gender, limited resources and socialisation with sport. To this end, we employ representative Dutch survey data of new parents (n = 594), containing detailed information on sport careers and sport socialisation, as well as babysitter availability, partner support and physical discomfort after childbirth. The results of the logistic regression analyses show that, besides gender and resource mechanisms, sport socialisation and social support seem to have a great impact on sport behaviour when people become parents. That is, men are more likely to continue sport participation, as well as people with more resources (physical, temporal and social) and more socialisation with sport during the formative years. So including sport socialisation and social support seems necessary to better explain and prevent sport dropout during major life transitions, like becoming a parent.

Parental self-regulation and engagement in emotion socialization: A systematic review.

Parental emotion-related socialization behaviors (ERSBs)-including reactions to emotions, emotional expressiveness, and emotion-related discussion-can foster or hinder children and adolescents' self-regulation development. Toward a goal of identifying specific mechanisms by which children and adolescents develop skillful, adaptive self-regulation or, conversely, self-regulation difficulties and psychopathology, it is crucial to identify processes that shape and maintain parental engagement in ERSBs. This present study is a systematic review of the associations between parental self-regulation and three different ERSBs (reactions to emotions, emotional expressiveness, and emotion-related discussion), building upon research that posits parental top-down self-regulation (i.e., emotion regulation, executive function, and effortful control) is critical for parenting behavior. Fifty-three studies were identified for inclusion. All but four of these studies were cross-sectional, limiting conclusions that could be drawn regarding whether parental self-regulation is associated with ERSBs over time. Studies used a wide range of methods (e.g., self-report, physiological assessment, observer ratings) to assess both parental self-regulation and ERSBs, rendering a meta-analysis premature. Across studies included in the review, parental self-regulation was positively associated with supportive ERSBs and negatively associated with unsupportive ERSBs. Future directions for research and implications for translational efforts are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Unpacking the effects of socialization programs on newcomer retention: A meta-analytic review of field experiments.

Decades of research conducted using field experiments and quasi-experiments have enabled us to accumulate causal evidence on the effectiveness of onboarding and socialization programs (SPs) across various contexts including employment, higher education, and military services. However, the literature is devoid of an integrated conceptual framework and a quantitative review evaluating the effect of such SPs on reducing newcomer turnover and its boundary conditions. In this study, we draw from a configurational approach to categorize strategic components of SPs, propose bundles of these components based on extant theories in the socialization literature, and examine the moderating effects of these bundles on the retention benefits of SPs. Combining 168 effect sizes from 83 field experiments, our meta-analysis reveals a significant overall effect size of OR = 1.46, suggesting that, on average, the odds of retention are 1.46 times higher for newcomers participating in a SP compared to newcomers in the control group. Our results also indicate that SPs' beneficial effects on newcomer retention are greater when they include the components of identifying effective task behaviors, encouraging proactivity, and facilitating social integration, a bundle aimed at satisfying key psychological needs identified by self-determination theory. We further demonstrate that the retention benefits associated with SP participation increase when the SPs are delivered in-person and in a staggered mode but remain intact across different sample types and study design features. We conclude by discussing how our study expands and develops theoretical understanding within the socialization literature and offers practical implications for managing newcomer retention that go beyond our current knowledge. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Stigma and lesbian, gay, bisexual, transgender, and queer (and additional identities) (LGBTQ+) parent socialization self-efficacy: Mediating roles of identity and community.

In the United States, cultural forces have led to the stigmatization of lesbian, gay, bisexual, transgender, and queer (and additional identities) (LGBTQ+) parenthood. However, pushing back against this stigmatization, developing a positive LGBTQ+ identity, and investing in one's LGBTQ+ community may inform empowering narratives of future parenthood and related constructs, such as LGBTQ+ parent socialization. Perceived self-efficacy related to preparation for bias (i.e., discussions of discrimination, prejudice, or bias-based bullying) socialization is likely associated with an individual's own perceptions or experiences of stigmatization given the conceptual overlap of bias and stigma. However, other constructs related to stigmatization and socialization self-efficacy, such as positive LGBTQ+ identity or community connectedness, have yet to be simultaneously considered (to our knowledge). Further, previous research has rarely included different assessments of stigma (i.e., perceived and enacted) and/or dimensions of positive LGBTQ+ identity (i.e., authenticity and self-awareness). Thus, this study aimed to rectify these gaps and provide a greater understanding of sexual stigma and LGBTQ+ parent socialization self-efficacy. Using data from a survey-based, online, cross-sectional study of LGBTQ+ childfree adults (N = 433; Mage = 29.85 years old) in the United States, we found that experiences of enacted or perceived sexual stigma were differentially associated with LGBTQ+ parent socialization preparation for bias self-efficacy. Further, positive LGBTQ+ identity authenticity and self-awareness, as well as LGBTQ+ community connectedness played distinct roles as mediators of the relationships between sexual stigma and LGBTQ+ parent socialization self-efficacy. These findings have implications for how we might understand the role of stigma, identity, community, and socialization among future LGBTQ+ parents. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Capital sharing and socialization in an interprofessional student-led clinic: a Bourdieuan analysis.

BACKGROUND: Interprofessional student-led clinics offer authentic clinical experiences of collaborative patient care. However, theoretical research on the sustainability of these clinics, considering forms of capital beyond the economic, remains limited. This study addresses this gap by employing Bourdieu's theoretical framework to explore how alternative conceptions of capital; both social and cultural might sustain conditions for interprofessional working in a student-led clinic serving patients living with a chronic neurological impairment. METHODS: The teaching and learning focussed clinic was established in 2018 to mirror a clinical service. Semi-structured focus groups with participants involving 20 students from 5 professions and 11 patients gathered in-depth insights into their experiences within the clinic. A thematic analysis was guided by Bourdieu's concepts of field, habitus, and capital. RESULTS: In the complex landscape of the student-led clinic, at the intersection of a patient support group, a hospital-based aged care facility, and university-based healthcare professions, three pivotal mechanisms emerged underpinning its sustainability: Fostering students' disposition to interprofessional care, Capitalizing on collaboration and patient empowerment, and a Culture of mutual exchange of capital. These themes illustrate how students and patients specific dispositions towards interprofessional healthcare enriched their habitus by focusing on shared patient well-being goals. Diverse forms of capital exchanged by students and patients fostered trust, respect, and mutual empowerment, enhancing the clinic experience. CONCLUSION: This study bridges an important gap in theoretically informed explorations of the conditions for sustaining student-led clinics, drawing on Bourdieu's theory. It accentuates the significance of investment of diverse forms of capital in such clinics beyond the economic, whilst emphasizing a primary commitment to advancing interprofessional healthcare expertise. Recognizing patients as equal partners shapes clinic dynamics. In order for student clinics to thrive in a sustainable fashion, educators must shift their focus beyond solely maximizing financial resources. Instead, they should champion investments in a wider range of capital forms. This requires active participation from all stakeholders; faculties, patient partners, service providers, and students. These findings underscore the importance of investing in interprofessional learning by optimizing various forms of capital, and embracing patients as dynamic contributors to the clinic's sustainability.

The Tuning in to Kids parenting program delivered online improves emotion socialization and child behavior in a first randomized controlled trial.

Emotion-focused parenting interventions have only rarely been evaluated systematically in Europe. This study investigates the effectiveness of "Tuning in to Kids" (TIK) from Australia delivered online in a randomized controlled trial. TIK is a six-week emotion-focused group parenting program that has shown to improve many aspects of parent emotion socialization as well as child problem behavior in several different countries across cultures. Parents (N = 141) of children between 3 and 6 years of age were included in the study and randomly assigned to an intervention and wait-list control group. The intervention was delivered online due to the worldwide COVID-19 pandemic in spring 2021 (intervention group) and one year later (control group) in Switzerland. Parents' beliefs about emotions, their reported reactions to the child's negative emotions, family emotional climate, and child behavior (internalizing and externalizing) improved after the intervention and stayed better until the 6 months follow-up in the intervention group, but not in the wait-list controls. Adherence to the program was very high. This study shows that parent emotion socialization practice is changeable with small effects even on child behavior and even after online delivery. This possibly makes Tuning in to Kids a promising emotion-focused parenting intervention when delivered online as an interactive group webinar.

White parents' racial socialization during a guided discussion predicts declines in white children's pro-white biases.

Although parent-child conversations about race are recommended to curb White U.S. children's racial biases, little work has tested their influence. We designed a guided racism discussion task for U.S. White parents and their 8-12-year-old White children. We explored whether children's and parents' (a) pro-White implicit biases changed pre to postconversation, (b) racial socialization messages (color conscious, external attributions for prejudiced behavior and colorblind racial ideology [CBRI]) predicted changes in each other's implicit biases, and (c) associations varied by the type of racism (subtle vs. blatant) discussed. Children's and parents' biases significantly declined, pre to postdiscussion. Parents' color conscious messages predicted greater declines and messages reflecting CBRI and external attributions predicted smaller declines in children's bias. These patterns were observed during discussions of subtle, but not blatant bias. Effects of children's messages on parents' bias were mixed. Our findings suggest that color conscious parent-child discussions may effectively reduce implicit pro-White bias in White children. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Effets identitaires de la socialisation différentielle de genre sur les aspirations au premier enfant et au mariage des jeunes adolescent(e)s à Ouagadougou: une étude mixte.

Studies show that gender socialisation shapes differently the gendered identity, self-esteem, and sexual behaviours of girls and boys. While pre-adolescence is viewed as a pivotal period for gendered socialisation, few studies in francophone Africa investigate the role of gender identity effects on aspirations and sexual and reproductive behaviours at this life stage. This article explores how the internalisation of gender stereotypes during socialisation is linked to the aspirations of girls and boys for certain life events, such as having their first child or getting married. A survey was conducted in 10 primary schools in Ouagadougou, among pupils aged between 9 and 16 years, as well as seven focus group discussions with their parents. The findings indicate a gender-based variation in the effects of adherence to unequal gender norms among young adolescents. As a result, girls tend to have earlier aspirations towards marriage and later aspirations for childbearing, while boys show earlier aspirations for childbearing and later ones for marriage. These effects may expose both girls and boys to risks of poor sexual and reproductive health. Interventions promoting egalitarian gender norms could boost girls' self-esteem as well as mutual respect among young adolescents of both genders, aiming to improve their sexual and reproductive health during adolescence and into adulthood.

RésuméDes études montrent que la socialisation de genre développe différemment chez les filles et les garçons leur identité sexuée, leur estime de soi et leurs comportements sexuels. Alors que la préadolescence est considérée comme une période charnière de la socialisation genrée, peu d'études en Afrique francophone questionnent le rôle des effets identitaires de genre sur les aspirations et les comportements sexuels et reproductifs à cette étape de vie. Cet article examine la manière dont l'intériorisation des stéréotypes de genre au cours de la socialisation est associée aux aspirations qu'ont les filles et les garçons pour certains événements de leurs vies comme avoir un premier enfant ou se marier. Une enquête a été réalisée dans 10 écoles primaires de Ouagadougou, auprès d'élèves âgé(e)s entre 9 et 16 ans, ainsi que sept discussions de groupes avec leurs parents. Les résultats montrent une variation selon le sexe des effets de l'adhésion aux normes de genre inégalitaires chez les jeunes adolescent(e)s. Cela a pour conséquence de développer des aspirations, chez les filles plus précoces au mariage et plus tardives à l'enfantement, et chez les garçons, plus précoces à l'enfantement et plus tardives au mariage. Ces effets peuvent exposer les filles et les garçons à des risques de mauvaise santé sexuelle et reproductive. Des interventions promouvant des normes égalitaires de genre pourraient renforcer l'estime de soi des filles ainsi que le respect mutuel entre les jeunes adolescent(e)s des deux sexes afin d'améliorer leur santé sexuelle et reproductive à l'adolescence et à l'âge adulte.

Exploring whether and how Black and White parents talk with their children about race: M(ai)cro race conversations about Black Lives Matter.

Previous research on parent-led race conversations reports robust racial differences in the content of race conversations between Black and white parents. It was unknown, however, whether these racial differences shifted in the months immediately following the summer of 2020 when there was heightened public attention directed toward white parents, specifically, to talk with children about racism. In the present study, we investigated whether and how Black (n = 344) and white (n = 381) parents talked about Black Lives Matter (BLM) with their 8- to 11-year-old children. Overall, 80% of parents (n = 725) reported talking about BLM, but Black parents were significantly more likely to discuss BLM than white parents (p = .008). Further qualitative analysis of the content of parents' reports showed that Black parents were significantly more likely than white parents to provide responses about BLM that acknowledge racial inequality in society or explicitly affirm/support Black lives. White parents, in contrast, were significantly more likely to discuss BLM by focusing on equality but without acknowledging racial injustice or to provide responses that lacked clarity and/or substance. Using the m(ai)cro model of human development (Rogers, Niwa, et al., 2021), we discuss how parents' reported race conversations are shaped by the sociopolitical context and their role in disrupting (or perpetuating) systemic racism through socialization. (PsycInfo Database Record (c) 2024 APA, all rights reserved).