Contextual Factors in Ethnic-Racial Socialization in White Families in the United States

Abstract

Recent demographic shifts and sociopolitical events in the United States have led to a racial reckoning in which white people are engaging with issues of race and racism in new ways. This study addressed the need for research to better understand contextual factors in ethnic-racial socialization (ERS)—strategies in white families to teach children about their own and other people’s ethnicity or race. It examined the relation of neighborhood, school, and social network ethnic-racial composition and U.S. region of residence to participants’ perceptions of ethnic-racial socialization by parents. It employed a large, national survey sample of white young adults reporting on their ERS while growing up and a comprehensive set of ERS strategies. We found that the ethnic-racial composition of the family’s social network, but not the neighborhood or school, was related to exposure to ERS: the whiter the network, the less frequent the socialization, particularly antiracism socialization and exposure to diversity. We also found that Southern residents were more likely than residents in the West and Midwest to be exposed to the strategies of preparation for bias, mainstream socialization, and silent racial socialization. The findings show that these two contextual factors relate to both the frequency and content of the ERS a white child receives.