Abstract

Research has shown that ethnic-racial socialization (ERS) is associated with positive academic and mental health outcomes for adolescents. These socialization messages come in 3 forms: cultural socialization, preparation for bias, and promotion of mistrust. The ERS literature has mainly focused on African American populations but is expanding to include other demographics, such as Latinx individuals. Since much of ERS research has been conducted from the perspective of parents, the current study sought to add to the literature by evaluating adolescent experiences with ERS in their own words. The study was conducted using focus groups with late adolescents and young adults who shared their experiences in high school. Focus group data analysis occurred at both the individual and group level to extract themes regarding their experiences with ERS. Main themes from discussion included feeling like an outsider, navigating discrimination, social/emotional difficulties, and positive cultural identity. Each theme contained 2-3 categories that provide further insight into the Mexican American high school experience. There was some overlap with traditional ERS categories as well as departure and expansion, especially when it came to within group discrimination, disproving stereotypes, and a lack of promotion of mistrust messages. Participants described their experience in high school as "mostly positive, some negative, and a bit disconnected." Based on participant comments, this disconnection could be alleviated by increased opportunities to belong and contribute, learn social emotional skills, and celebrate successes.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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