Socialization And Racial Stereotypes

Socialisation is known to be the process which children’s beliefs, goals and behaviours are shaped to in order for them to conform to their social groups, so they can become part of the particular groups (Parke & Buriel, (1998)cited in (Parke & Buriel, 1998). It was found that this process happens to be more complex for African American parents as they have to initially try and socialize their children to adapt to two social groups which are mainstream white society and the black community; which they belong to. Boykin & Toms, 1985; Hale-Benson,(1986), states that, previous research conducted on parents of young people who were middle-class African American; suggested that parents’ socialisation beliefs and goals for children appeared to be distinctive from individuals of other U.S. ethnic groups. This difference is believed to be caused by the cultural model of racial socialization; this is something that is mainly done by African American parents in who are prepare their children with discrimination that they believe they will encounter (McAdoo, 2002b).

Further research on racial socialisation conducted by Sanders, (1997) has suggested that racial socialisation has positive outcomes for children, in terms of having a better future; whilst also including a positive impact on their academic achievements.
The aim of this study was to address the research gap of about African American family’s beliefs, goals and strategies. It was important for the researchers to identify whilst also describe middle-class African American mothers’ cultural models of child nurturing with 3-6 year old children. This was done by ensuring that the researchers focused on the beliefs, goals and practices that motivate the mothers’ and children’s daily interactions. Additionally Suizzo, M. A., Robinson, C., & Pahlke, E. (2008)’s study was divided into three important aspects of parental organisation. These consisted of investigating whether or not the chosen parents believed and practiced racial socialisation; it was also important to find out in what aspects they believed and practiced these things. Secondly they then examined the meanings of educational achievements and these mothers and how these meanings are conveyed through academic socialization. Lastly Suizzo, M. A., Robinson, C., & Pahlke, E. (2008) investigated which aspects of interdependence and independence the mother promote in their children. The participants who were involved in the study consisted off twelve mother f 3 to 6 year old children. These women were interviewed individually and five of the mother participated in a focus group. The researchers identified three different theme, these consisted of teaching children about African American history and their ancestors. Promoting educational achievement to overcome barriers of racism and lastly promoting autonomy whilst maintaining close family relationships. All these aspects helped the researchers with conducting an effective study. It was found by S.A.Hill (2004) that most of the research on the specific study was conducted on a low budget income which makes the result of these studies to be less reliable, as they would lack some experience to get the appropriate results. Due to this matter the researchers focused on getting participants who were middle-class, suburban mothers.
This study is a qualitative study, which is a more in depth research on the racial and academic socialisation beliefs and practices of some African American mothers who had participated in a previously conducted larger study. In order for the study is obtained it was approved by the university institutional review board. Whilst the particular participants were recruited from different day care centres, churches and community and some parent networks in the greater metropolitan areas of two major cities in the south-western United States. Twelve of these African American mothers gave their consent to participate.