How Does Racial Context Matter?: Family Preparation-for-Bias Messages and Racial Coping Reported by Black Youth

Autor/inn/en	Scott, Judith C.; Pinderhughes, Ellen E.; Johnson, Sara K.
Titel	How Does Racial Context Matter?: Family Preparation-for-Bias Messages and Racial Coping Reported by Black Youth
Quelle	In: Child Development, 91 (2020) 5, S.1471-1490 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scott, Judith C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13332
Schlagwörter	Racial Bias; Racial Discrimination; Coping; Youth; Social Environment; African American Family; Ecological Factors + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Racial bias; Bewältigung; Jugend; Jugendlicher; Jugendalter; Soziales Umfeld; Ökologischer Ansatz
Abstract	Black families and youth likely consider specific racial discriminatory situations in preparation-for-bias messages and racial coping responses. Our study investigated coping responses embedded in youth-reported Black families' preparation-for-bias messages and youths' proactive coping responses to specific racially discriminatory situations--teachers' negative expectations, store employees' hyper-monitoring and police harassment. Gender and racial discrimination experience differences were considered along with relations between messages and coping. Our investigation was guided by the integrated-developmental, transactional/ecological, intersectionality, and Phenomenological Variant of Ecological Systems Theory theoretical frameworks. We conducted cluster analyses using data from 117 Black youth aged 13-14 to identify situation-specific family messages and youth coping responses. Families' messages and youths' responses varied in content and frequency based on the specific discriminatory situation, which suggests consideration of context. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01