Journal article
Bridget L Cheeks, N. K. Christophe, Puja Patel, Valerie V. Salcido, G. L. Stein
Cultural diversity & ethnic minority psychology, 2024
Cultural diversity & ethnic minority psychology, 2024
Semantic Scholar
DOI
PubMed
Cite
Cite
APA
Click to copy
Cheeks, B. L., Christophe, N. K., Patel, P., Salcido, V. V., & Stein, G. L. (2024). It's how I was raised: How ethnic-racial socialization patterns influence antiracism actions in minoritized emerging adults. Cultural Diversity &Amp; Ethnic Minority Psychology.
Chicago/Turabian
Click to copy
Cheeks, Bridget L, N. K. Christophe, Puja Patel, Valerie V. Salcido, and G. L. Stein. “It's How I Was Raised: How Ethnic-Racial Socialization Patterns Influence Antiracism Actions in Minoritized Emerging Adults.” Cultural diversity & ethnic minority psychology (2024).
MLA
Click to copy
Cheeks, Bridget L., et al. “It's How I Was Raised: How Ethnic-Racial Socialization Patterns Influence Antiracism Actions in Minoritized Emerging Adults.” Cultural Diversity &Amp; Ethnic Minority Psychology, 2024.
BibTeX Click to copy
@article{bridget2024a,
title = {It's how I was raised: How ethnic-racial socialization patterns influence antiracism actions in minoritized emerging adults.},
year = {2024},
journal = {Cultural diversity & ethnic minority psychology},
author = {Cheeks, Bridget L and Christophe, N. K. and Patel, Puja and Salcido, Valerie V. and Stein, G. L.}
}
Abstract
OBJECTIVES Research highlights the benefits of critical action on individual and community well-being; however, more needs to be understood about the ways ethnic-racial socialization (ERS) influences emerging adults' participation in antiracism actions.
METHOD The present study examined patterns of parental ERS messages received by a sample of 668 racially and ethnically minoritized emerging adult college students (Mage = 18.76, SD = 1.23; female = 81.8%), and their associations with the emerging adults' demographic characteristics and three forms of antiracism actions.
RESULTS A latent profile analysis revealed a five-profile solution and showed variability in patterns of parental cultural socialization and preparation for bias messages. Participants in profiles reflecting far higher than average frequencies of both messages (high frequency) and those who received mean preparation for bias and above-average cultural socialization (culturally focused) tended to engage most frequently across all forms of antiracism.
CONCLUSIONS Our findings suggest the importance of parental ERS messages for fostering engagement in antiracism actions among diverse college students. Results are informative for those who work with minoritized emerging adults navigating racist contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
