Farzana Saleem, PhD
Postdoctoral Research Fellow in the UCLA Department of Education and Psychiatry
Affiliation in the Ralph J. Bunche Center for African American Studies
“The Race Talk” is widely seen on TV, talked about on social media, and discussed among many Black American families. In academic circles, these talks are often referred to as “racial socialization,” messages and actions that teach youth about race, racial pride, and how to cope with racial discrimination (Hughes et al., 2006). While these conversations can be difficult for some parents to initiate, parents who have these talks with their children take it seriously and consider it a discussion that could inform a future life or death situation for their child (e.g., how to interact with police).
The racial socialization that parents convey to their children can help buffer the consequences of racial stressors (e.g., Bynum, Burton, & Best, 2007; Neblett, Terzian, & Harriott, 2010; Saleem & Lambert, 2016) and support coping strategies (e.g., Anderson & Stevenson, 2019). Racial socialization is essential given that racial stressors can occur multiple times daily (e.g., Seaton & Iida, 2019) and can have consequences on youth’s mental health and well-being (e.g., Assari et al., 2017; Cooper et al., 2013; Priest et al., 2013). In fact, a recent study showed that on average Black youth reported 5 encounters with racial discrimination per day (English et al., 2020). Encounters with racial discrimination can be experienced directly or witnessed (e.g., vicariously) and these encounters may prompt parents or youth to initiate conversations about race or racial discrimination. For example, the senseless killings of George Floyd, Ahmaud Arbery, and Breonna Taylor, and protests in the month of March, likely sparked, or re-sparked, conversations in the homes of Black families across America.
As a clinical-community psychologist, I provide therapy to clients and conduct research on how to help youth manage the negative mental health consequences of racial discrimination. One area I focus on within my research is understanding racial socialization in Black families. In working with children, adolescents, and families of color, topics of racial stress and trauma often come up, as does racial socialization. Together with these families, I apply concepts from the racial socialization literature to help process these stressors and promote resilience.
There are many forms of racial socialization discussed within research (Hughes et al., 2006). Here I will only highlight two salient forms: (1) messages focused on instilling a sense of pride and learning about the history of one’s racial group (i.e., cultural socialization); and (2) messages focused on increasing youth’s awareness of racial discrimination and skills to manage it (i.e., preparation for bias). Generally, cultural socialization messages are associated with positive psychological and academic outcomes for youth (e.g., Wang et al., 2019; Wang et al., 2020). Preparation for bias messages are sometimes linked with positive outcomes, but there are mixed findings indicating these messages in isolation may not be consistently helpful for youth (Umaña-Taylor & Hill, 2020). One reason for these mixed findings may be because youth need a combination of messages that prepare them for racial discrimination along with messages that instill racial pride. (e.g., Cooper et al., 2015; Neblett et al. 2008; Saleem et al., 2020). For example, if parents only provide messages about racial bias without messages focused on pride, it may lead youth to feel worried or hopeless. Several studies suggest that a combination of messages can be helpful for youth’s outcomes (e.g., Caughy, Nettles, & Lima, 2011; Neblett et al. 2008).
You may be wondering, “Is there more than one way to provide racial socialization to youth?” The answer is yes! Racial socialization messages can be transmitted in a number of ways. Reading books, telling family stories/ history, taking youth to cultural festivals, eating cultural food, and celebrating holidays are just a few examples. Socialization may also be indirect (e.g., youth overhearing adult conversations that imply socialization messages about race). Of course messages should be, and often are, tailored for youth’s developmental ability, so they can understand. Racial socialization occurs all the time and not only in the family context. Beyond the home, youth receive messages both intentional and unintentional from multiple places including schools and neighborhoods (Hughes, Watford, & Del Toro, 2016), and this is particularly true for adolescents.
One of the many opportunities to discuss both racial bias and racial pride is in June, as Black Americans across the country celebrate Juneteenth. On June 19, 1865, Major General Gordon Granger arrived in Texas announcing that “all slaves were free” in accordance with the Emancipation Proclamation. The announcement came over two years after the Executive Order issued by President Lincoln and shortly after the official end of the Civil War. While there is some debate about when to celebrate freedom from slavery, Juneteenth is considered by many to mark the active end of slavery.
I can only imagine how the formerly enslaved people felt when they found out that they were free. Some may have been shocked and others may have been happy or relieved. There were likely others who were worried because they did not know any other life outside of slavery. Some documents written about the aftermath of June 19, 1865 detail how the formerly enslaved threw their garments into creeks and rivers and celebrated. Some got married, others went on searches to find their family members who had been sold, traded, or ran away. Some established schools and attempted to secure land. Learning how Black people embraced freedom from slavery may very well shape how youth understand racial pride and Black resilience. Although many would argue that June 19,1865 was only the beginning of freedom, it was for many a time to celebrate, comfort, and reassure each other.
Today, to commemorate Juneteenth, some Black families make an annual pilgrimage to Galveston, Texas, and others choose to celebrate locally. Juneteenth is often accompanied by food, outdoor activities, prayer, or spending time with family and friends. Many consider it a time of reflection, self-improvement, and education. Naturally, it is also a time that racial socialization comes up. Juneteenth is an opportunity to talk about racial history and promote racial pride in Black youth. People may share what makes them feel proud and resilient as a Black American. It gives Black people a chance to honor, celebrate, and commemorate the achievements of Black people and the many contributions that Black Americans have made to America.
The holiday has gained wide recognition in the United States, which provides Black families access to events to celebrate their heritage and strength. In 1980, Texas became the first state to establish Juneteenth as a holiday, marking the first emancipation celebration granted official state recognition. The US Senate passed a resolution in 2018 recognizing "Juneteenth Independence Day" as a national holiday, but it has not yet been approved in the House. Smithsonian Museums and local community centers often sponsor activities that are designed to teach history and instill pride and appreciation of Black American history. Designated celebrations like Black History Month in February and Juneteenth are salient times to engage in racial socialization because youth can attend special events that reflect their history. However, it is also important to remember that these conversations should happen as often as needed, and can still occur virtually or on the phone despite social distancing due to COVID-19.
Juneteenth is a day that all people can uniquely celebrate the resilience and achievements of Black Americans. It is one of numerous opportunities to talk to Black youth about race, teach youth about their history, discuss racial discrimination, and instill pride in being Black Americans. I hope that Juneteenth is one of many times that you will celebrate Black America and help build racially conscious, curious, and resilient Black youth.
Here are a few example questions that family members can ask young people to reflect on during Juneteenth:
What you do think your ancestors felt after they found out they were free from slavery?
What does that freedom, and the freedom you have, mean to you?
How does it feel to talk about both the pride and struggle of being Black in America?
Check out the American Psychological Association RESilience initiative to get more information on how to provide racial socialization with youth based on empirical research!
References
Anderson, R. E., & Stevenson, H. C. (2019). RECASTing racial stress and trauma: Theorizing the healing potential of racial socialization in families. American Psychologist, 74(1), 63.
Assari, S., Moazen-Zadeh, E., Caldwell, C. H., & Zimmerman, M. A. (2017). Racial discrimination during adolescence predicts mental health deterioration in adulthood: gender differences among blacks. Frontiers in public health, 5, 104.
Bynum, M. S., Burton, E. T., & Best, C. (2007). Racism experiences and psychological functioning in African American college freshmen: Is racial socialization a buffer?. Cultural Diversity and Ethnic Minority Psychology, 13(1), 64.
Caughy, M. O. B., Nettles, S. M., & Lima, J. (2011). Profiles of racial socialization among African American parents: Correlates, context, and outcome. Journal of Child and Family Studies, 20(4), 491-502
Cooper, S. M., Smalls-Glover, C., Neblett, E. W., & Banks, K. H. (2015). Racial socialization practices among African American fathers: A profile-oriented approach. Psychology of Men & Masculinity, 16(1), 11.
Cooper, S. M., McLoyd, V. C., Wood, D., & Hardaway, C. R. (2008). Racial discrimination and the mental health of African American adolescents. In S. M. Quintana & C. McKown (Eds.), Handbook of race, racism, and the developing child (p. 278–312). John Wiley & Sons Inc.
English, D., Lambert, S. F., Tynes, B. M., Bowleg, L., Zea, M. C., & Howard, L. C. (2020). Daily multidimensional racial discrimination among Black US American adolescents. Journal of Applied Developmental Psychology, 66, 101068.
Granberg, E. M., Edmond, M. B., Simons, R. L., Gibbons, F. X., & Lei, M. K. (2012). The Association between Racial Socialization and Depression Testing Direct and Buffering Associations in a Longitudinal Cohort of African American Young Adults. Society and Mental Health, 2(3), 207-225.
Hughes, D., Rodriguez, J., Smith, E. P., Johnson, D. J., Stevenson, H. C., & Spicer, P. (2006). Parents' ethnic-racial socialization practices: a review of research and directions for future study. Developmental psychology, 42(5), 747.
Hughes, D. L., Watford, J. A., & Del Toro, J. (2016). A transactional/ecological perspective on ethnic–racial identity, socialization, and discrimination. In Advances in child development and behavior (Vol. 51, pp. 1-41). JAI.
Neblett Jr, E. W., Terzian, M., & Harriott, V. (2010). From racial discrimination to substance use: The buffering effects of racial socialization. Child development perspectives, 4(2), 131-137.
Neblett Jr, E. W., White, R. L., Ford, K. R., Philip, C. L., Nguyen, H. X., & Sellers, R. M. (2008). Patterns of racial socialization and psychological adjustment: Can parental communications about race reduce the impact of racial discrimination?. Journal of Research on Adolescence, 18(3), 477-515.
Priest, N., Paradies, Y., Trenerry, B., Truong, M., Karlsen, S., & Kelly, Y. (2013). A systematic review of studies examining the relationship between reported racism and health and wellbeing for children and young people. Social science & medicine, 95, 115-127.
Saleem, F. T., & Lambert, S. F. (2016). Differential effects of racial socialization messages for African American adolescents: Personal versus institutional racial discrimination. Journal of Child and Family Studies, 25(5), 1385-1396.
Saleem, F. T., Lambert, S. F., Stock, M., & Gibbons F.X. (2020). Racial socialization patterns among African American families: Racial discrimination as a predictor. Developmental Psychology. doi:10.1037/dev0000993
Seaton, E. K., & Iida, M. (2019). Racial discrimination and racial identity: Daily moderation among Black youth. American Psychologist, 74(1), 117.
Umaña‐Taylor, A. J., & Hill, N. E. (2020). Ethnic–Racial Socialization in the Family: A Decade's Advance on Precursors and Outcomes. Journal of Marriage and Family, 82(1), 244-271.
Wang, M. T., Henry, D. A., Smith, L. V., Huguley, J. P., & Guo, J. (2020). Parental ethnic-racial socialization practices and children of color’s psychosocial and behavioral adjustment: A systematic review and meta-analysis. American Psychologist, 75(1), 1.
Wang, M. T., Smith, L. V., Miller‐Cotto, D., & Huguley, J. P. (2019). Parental ethnic‐racial socialization and children of color's academic success: A meta‐analytic review. Child development.
Other Resources Hyperlinked in the Article
Racial socialization overview page
https://www.apa.org/res/parent-resources/parent-tips.pdf
How to provide racial socialization with attention to development
https://www.apa.org/res/parent-resources/engaging-my-child
Juneteenth
https://www.pbs.org/wnet/african-americans-many-rivers-to-cross/history/what-is-juneteenth/
Resolution
https://www.congress.gov/bill/115th-congress/senate-resolution/547/text/
Smithsonian
https://nmaahc.si.edu/blog-post/celebrating-juneteenth
“RESilience”
https://www.apa.org/res/
