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Associations of Racial Discrimination and Parental Discrimination Coping Messages with African American Adolescent Racial Identity

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Abstract

Research links racial identity to important developmental outcomes among African American adolescents, but less is known about the contextual experiences that shape youths’ racial identity. In a sample of 491 African American adolescents (48 % female), associations of youth-reported experiences of racial discrimination and parental messages about preparation for racial bias with adolescents’ later racial identity were examined. Cluster analysis resulted in four profiles of adolescents varying in reported frequency of racial discrimination from teachers and peers at school and frequency of parental racial discrimination coping messages during adolescents’ 8th grade year. Boys were disproportionately over-represented in the cluster of youth experiencing more frequent discrimination but receiving fewer parental discrimination coping messages, relative to the overall sample. Also examined were clusters of adolescents’ 11th grade racial identity attitudes about the importance of race (centrality), personal group affect (private regard), and perceptions of societal beliefs about African Americans (public regard). Girls and boys did not differ in their representation in racial identity clusters, but 8th grade discrimination/parent messages clusters were associated with 11th grade racial identity cluster membership, and these associations varied across gender groups. Boys experiencing more frequent discrimination but fewer parental coping messages were over-represented in the racial identity cluster characterized by low centrality, low private regard, and average public regard. The findings suggest that adolescents who experience racial discrimination but receive fewer parental supports for negotiating and coping with discrimination may be at heightened risk for internalizing stigmatizing experiences. Also, the findings suggest the need to consider the context of gender in adolescents’ racial discrimination and parental racial socialization.

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Notes

  1. We use the term racial identity to refer to African American/Black identity. We acknowledge the terms “racial” and “ethnic” are defined and used in distinct ways as well as interchangeably in identity literatures. Because this paper is focused on youths’ understandings of their identities as Black people in America, we deemed the term racial identity as most appropriate. In reviewing relevant literature, however, we use the terms “racial” or “ethnic” as used by respective study authors.

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Acknowledgments

The authors would like to acknowledge the University of Michigan Achievement in Context Research Lab, and especially Gloryvee Fonseca-Bolorin and Seanna Leath, for their review and thoughtful suggestions for this manuscript.

Author contributions

B.R. helped draft manuscript, participated in study design and interpretation of data, coordinated writing components for co-authors, and conducted primary statistical analyses; T.M. contributed to drafting manuscript, including integrating co-authors’ written sections, and helped in creating tables/figures and manuscript editing; F.M. participated in the writing and coordination of writing for the study, interpretation of data findings, and helped create tables/figures; E.B. participated in manuscript drafting, interpretation of data findings, editing; Y.C. participated in manuscript drafting, interpretation of data, and editing; T.C. conceived of the study, participated in its design and coordination of roles, conducted statistical analyses, supported interpretation, and helped draft the manuscript and tables. All authors read and approved the final manuscript.

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The authors declare that they have no conflict of interest.

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Ethical standards were followed in the execution of this study. The manuscript does not contain clinical studies or patient data.

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Authors and Affiliations

  1. Department of Psychology, Personality and Social Contexts, University of Michigan, Ann Arbor, MI, USA

    Bridget L. Richardson

  2. Combined Program in Education and Psychology, University of Michigan, Ann Arbor, MI, USA

    Tamarie A. Macon, Faheemah N. Mustafaa, Erin D. Bogan & Tabbye M. Chavous

  3. Clinical Psychology, University of Michigan, Ann Arbor, MI, USA

    Yasmin Cole-Lewis

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  1. Bridget L. Richardson
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  2. Tamarie A. Macon
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Correspondence to Tabbye M. Chavous.

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Richardson, B.L., Macon, T.A., Mustafaa, F.N. et al. Associations of Racial Discrimination and Parental Discrimination Coping Messages with African American Adolescent Racial Identity. J Youth Adolescence 44, 1301–1317 (2015). https://doi.org/10.1007/s10964-014-0196-6

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