![]() This means that every parent can benefit from reducing their stress (breathing), improving their skills (utilizing resources), and enhancing their confidence (practice) when talking to their children, even parents who may already often discuss race or feel sure about what they have to say. Whether parents are talking to Black, Latina, Asian, or white children, they report similar patterns of competence. Howard Stevenson from the University of Pennsylvania, we have proposed new questions: How well are these families engaging in the talk with each other? And, perhaps more importantly, what does this phenomenon look like across race?Īn interdisciplinary team of researchers and multiracial participants showed that, indeed, we can expand our understanding of racial socialization with a focus on families’ experiences and competency-their skills, confidence, and stress. Embrace “the talk” across ALL racesįor almost half a century, studies have focused on measures of the frequency and content of parent-child conversations about race. ![]() Increasingly, however, we’re paying attention to the subtleties of how we communicate to children about race and racism, more broadly-with recent research highlighting the real possibility that we can raise generations of children who are thoughtful, informed, and brave about race.īut how do we get children to engage with race-related topics rather than avoid them? How do we lay the foundation for positive, meaningful cross-race interactions? We reached out to social scientists to ask how we can engage children in positive racial learning-and here are the answers they provided for Reflections on Children’s Racial Learning. For some time, researchers, educators, and parents alike have focused on pushing back against the emergence of racial bias in children.
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