Start Them Young: The Influence of Ethnic-Racial Socialization Conversations on Social-Emotional Development in Preschoolers

Background and Purpose: Many parents in the US grapple with how to best parent their children in a racialized society. Ethnic-racial socialization (ERS), the transmission of values, beliefs, and information regarding race and ethnicity (Hughes et al, 2006), is linked with improved social-emotional functioning among school-aged children and adolescents (Umaña-Taylor & Hill, 2020). However, there is a death of research exploring ERS practices with preschool children. This qualitative study examined parents’ perspectives on the importance of initiating ERS conversations and the perceived impact on children’s emotional expression and ability to connect with others.

Methods: Participants were 16 parents (56% White; 81% Female) with a child, aged 3-5 years old (62.5% Black or Biracial; 56% Male), recruited from a local school and broader community events targeting parents of younger children. Parents participated in a semi-structured interview via Zoom and answered the following questions: 1) What is the purpose of/why do you think it is necessary to have conversations with your child about race/ethnicity?; 2) In what ways do you think the conversation you have with your child about race affect their experience, expression, or management of their emotions and feelings?; 3) In what ways do you think the conversation you have with your child about race affect their ability to connect with others, treat others, showing empathy and build positive relationships, such as their friendships or relationships with you?. Transcripts were coded for themes using thematic content analysis (Braun & and Clarke, 2006).

Results: Nearly all identified themes aligned directly with the original ERS framework (i.e., cultural socialization, preparation for bias, egalitarianism, promotion of mistrust; Hughes et al, 2006). Three Cultural Socialization themes emerged including instilling a sense of pride in children’s identity, teaching ancestral history, and identifying privilege. Preparation for Bias represented to address discrimination and provide historical context about race and discrimination. Egalitarianism was captured by the theme of shared humanity. No themes emerged related to Promotion of Mistrust. Regarding ERS messages and children’s emotional development, bolstering self-confidence was the only overarching theme that emerged. Identified subthemes included reducing shame, celebrating looks, and empowerment. Finally, parents believed that ERS conversations would support children’s relational development by teaching them to show compassion and appreciate differences in others.

Conclusions and implications: Findings highlight that many caregivers begin to hold age-adjusted ERS conversations with their preschool aged children that mirror messages communicated to older youth. Parents valued communicating positive messages about ethnic identity, appreciating physical differences, and treating people with respect. Interestingly, messages related to promotion of mistrust did not emerge with preschoolers. Rather, caregivers focused on teaching children about self-advocacy and how to advocate for others. Most parents expressed that they were unsure what their preschoolers could comprehend regarding complex ERS issues and how these conversations would influence their child’s emotional development overtime. Early childhood education programs and community parenting supports should encourage families to have ERS conversations with young children and provide psychoeducation about age-appropriate language as well as the potential benefits of ERS messages on children’s social-emotional wellbeing.