Author : Raven E. Lynch
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (135 download)
Book Synopsis Social-emotional Learning & Parent-child Relationships' Impact on Multiracial Eighth Graders' Self-concept by : Raven E. Lynch
Download or read book Social-emotional Learning & Parent-child Relationships' Impact on Multiracial Eighth Graders' Self-concept written by Raven E. Lynch and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Multiracial people are the fastest growing demographic in the U.S., with the largest concentration under the age of 18 (U.S. Census Bureau, 2021). Despite this, research about racial identity for multiracial adolescents is limited, especially research that takes a strengths-based approach. Racial identity has traditionally been thought of as a set monoracial point of resolution; but racial identity for multiracial youth is more nuanced, as their racial identity is more fluid, can change in different contexts or stages of life (Joseph & Briscoe-Smith, 2021), and some choose to forgo identifying with a racial grouping altogether (Renn, 2008), making measuring racial identity through traditional models or measures challenging for this demographic. Given this reality, this study takes a Critical Multiracial Theory (MultiCrit) frame to study and understand multiracial youth, which highlights the salience and importance of the combination of racial identities a multiracial person holds varying situationally as well as across time, and the importance of centering multiracial youth and their lived experiences (Harris, 2016). The study also utilizes the findings of Williams et al. (2020)’s model of racial identity development across the lifespan, which highlights “personal meaning making” of race as the outcome of racial identity development, instead of a set, most salient racial identity checkbox like previous models. In this study, responses from a national sample of multiracial eighth-grade students and their parents on the National Center for Education Statistics’ Early Childhood Learning Survey were analyzed through univariate, bivariate, and multivariate analyses in an exploratory cross-sectional quantitative study. Students’ responses on social-emotional learning (SEL) constructs and a self-concept questionnaire, in combination with parents’ responses on parent-child relationship constructs provided insight into how SEL affects self-concept, how the parent-child relationship affects self-concept, and how these two areas of a child’s life may interact to affect their self-concept, which was used as a proxy for racial identity. Self-concept, instead of a traditional racial identity measure was used because (1) there are no large scale studies that assess multiracial identity or use instruments that explicitly measure elements of racial identity for multiracial youth, (2) the MultiCrit framing and findings of Williams et al. (2020) showcase the importance of measuring racial identity beyond belonging in a single racial category, and (3) self-concept is the way that a person feels about themselves, especially in relation to social identities (Cherry, 2022), and Sellers, et al. (1998) state that racial identity is the part of a person's self-concept that is related to her/his membership within a race. The study results suggested SEL constructs are associated with self-concept, but there was no support for the association between parent-child relationship and self-concept. The findings of the study are the first to establish the groundwork for exploring the relationship between SEL and elements of racial identity for multiracial youth, and can provide support for future researchers to expand the ways they conceptualize and measure racial identity, as the importance of understanding multiracial youth’s racial identities is understanding the impact of racial identity on the whole individual, and how researchers and practitioners can support positive, healthy development overall.
