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Racial Socialization and Preschoolers’ Socio-emotional Development
Project Summary
This qualitative study aims to understand the strategies that parents adopt to transmit information, values, and perspectives about race and ethnicity to their children in the preschool age group (3-5 years) and the way in which these practices impact the social-emotional development of children. We address the aims using a qualitative research method of one-on-one interviews with parents. Parents are recruited from the A. Sophie Rogers School of Learning.
This study has three specific aims:
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Aim I: What parental ethnic-racial socialization strategies do parents use with their preschool-age children?
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Aim II: How do traumatic external forces (police brutality, social media, neighborhood violence) influence the messages that parents send to their children?
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Aim III: How do parental socialization practices impact students’ social-emotional development?
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Co-Principal investigators: Susan Yoon, PhD & Scott Graves, PhD (College of Education and Human Ecology, School Psychology Program)
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Partners & Collaborators: The Crane Center for Early Childhood Research and Policy, Sophie Rogers School for Early Learning
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Funder: The Crane Center for Early Childhood Research and Policy
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Research Products:
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Stanek, C., Dixon-Gardner, A., Napier, T., Munshi, A., Radney, A., Yoon, S., Graves, S. (2026). Parents’ ethnic racial socialization practices and preschool-aged children’s self-esteem: A Qualitative exploration. Journal of Family Issue https://doi.org/10.1177/0192513X261465810
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Yoon, S., Napier, T., Stanek, C., Dixon-Gardner, A., Radney, A., Munshi, A., & Graves, S. (Accepted). Parents' perspectives on ethnic-racial socialization in early childhood: A qualitative study. Family Relations
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