Parental Ethnic-Racial Socialization and Children of Color's Academic Success: A Meta-Analytic Review

• Wang, Ming-Te ^[1] ; Smith, Leann V. ^[2] ; Miller-Cotto, Dana ^[1] ; Huguley, James P. ^[1]
  1. [1] University of Pittsburgh

     University of Pittsburgh

     City of Pittsburgh, Estados Unidos

     
  2. [2] Texas A&M University

     Texas A&M University

     Estados Unidos

     
• Localización: Child development, ISSN 0009-3920, Vol. 91, Nº. 3, 2020, págs. 528-544
• Idioma: inglés
• DOI: 10.1111/cdev.13254
• Texto completo no disponible (Saber más ...)
• Resumen

  • Increased attention is being placed on the importance of ethnic-racial socialization in children of color's academic outcomes. Synthesizing research on the effects of parental ethnic-racial socialization, this meta-analysis of 37 studies reveals that overall the relation between ethnic-racial socialization and academic outcomes was positive, though the strength varied by the specific academic outcome under consideration, dimension of ethnic-racial socialization utilized, developmental age of the child receiving the socialization, and racial/ethnic group implementing the socialization. Ethnic-racial socialization was positively related to academic performance, motivation, and engagement, with motivation being the strongest outcome. Most dimensions of ethnic-racial socialization were positively related to academic outcomes, except for promotion of mistrust. In addition, the link between ethnic-racial socialization and academic outcomes was strongest for middle school and college students, and when looking across ethnic-racial groups, this link was strongest for African American youth. The results suggest that different dimensions of ethnic-racial socialization have distinct relationships with diverse academic outcomes and that the effects of ethnic-racial socialization vary by both youth developmental levels and racial/ethnic groups.