'More Is Caught than Taught:' Parental Cultural and Racial Socialization Beliefs and Practices in the Midwest United States

Authors

Sarah Barker Ladd, University of Nebraska-LincolnFollow

First Advisor

Holly Hatton

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Human Sciences (Child Development/Early Childhood Education)

Date of this Version

11-2024

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Human Sciences (Child Development/Early Childhood Education)

Under the supervision of Professor Holly Hatton

Lincoln, Nebraska, November 2024

Comments

Copyright 2024, Sarah Barker Ladd . Used by permission

Abstract

Parents are critical socialization agents for their children, especially in middle childhood. It is through parent-child interactions that beliefs, values, and attitudes can be particularly influential for a child’s identity and social development. In particular, understanding how parents socialize their children has important implications for their own child’s racial identity development and critical consciousness – and later civic engagement and social behaviors. The current study sought to investigate ethnic-racial socialization (ERS) and critical consciousness of parents with children in middle childhood who live in the Midwestern United States. Based on interviews and quantitative survey data from 28 parents, results revealed the truly nuanced nature of studying these layered and complex concepts. Nearly all parents indicated they valued diverse perspectives and felt they were important sources of socialization of equity and inclusion for their children yet varied in their degree of knowledge and comfort explicitly discussing race and racial identity with their children, regardless of ethnic-racial identity. Comparing the interview data to the quantitative measurement of critical consciousness revealed differences in ERS among high scoring and low scoring parents but overall continued to illustrate the complexity of racial identity development and understanding in relation to systemic awareness. Overall, findings suggest that parents may need further support and resources in understanding when and how to talk about racial identity, differences, as well as understanding their own racial identity.

Advisor: Holly Hatton

Recommended Citation

Barker Ladd, Sarah, "'More Is Caught than Taught:' Parental Cultural and Racial Socialization Beliefs and Practices in the Midwest United States" (2024). Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–. 245.
https://digitalcommons.unl.edu/dissunl/245