{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/116493"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/116493","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The Impact of Race-Related Social Experiences on Black Fathers' Ethnic-Racial Socialization of their Children","abstract":"Ethnic Racial Socialization (ERS) is the process Black parents utilize to convey attitudes and beliefs about the meaning of race and ethnicity, teach their children what it means to be an ethnic/racial minority and equip their children with the skills to cope with racial discrimination (Neblett, Cooper, Banks, et. al, 2013). This process includes culture specific messages, artifacts and modeled behavior that provide a toolbox of which Black children can pull from when enduring racial experiences. Research suggests ERS has the ability to act as a protective factor against negative outcomes, such as low self-esteem, anxiety and depression among minority children (Reynold and Gonzales-Backen, 2017). In this study, I examined how particular experiences influence how Black fathers engage in ERS. This qualitative study explored how Black fathers' race-related social experiences shape their ERS processes through semi-structured interviewing. This study was informed by Critical Race Theory and Extended Family Systems Theory. Grounded Theory methodology was utilized. In this study, I aimed to address the following overarching research question: How do Black fathers' social experiences shape the way they engage in ERS with their children? Twenty-two participants from fifteen states and the District of Columbia participated in this study. The data from this study suggests that fathers' race-related social experiences regarding racism and discrimination shapes their worldviews. In turn, fathers' worldviews influence the messages transmitted to their children about living in a racially charged environment. Results from this study indicate a need to examine family processes in Black families within a context where race and racism have a more central role (James, Fine, and Rudy, 2018). Through the emphasis of Black fathers' situated context, this research highlights the social context of fathers with differing experiences and worldviews that all contribute to the ERS process. This research has implications for the field and implications for families and practitioners who work with children and families.","abstract_html":"Ethnic Racial Socialization (ERS) is the process Black parents utilize to convey attitudes and beliefs about the meaning of race and ethnicity, teach their children what it means to be an ethnic/racial minority and equip their children with the skills to cope with racial discrimination (Neblett, Cooper, Banks, et. al, 2013). This process includes culture specific messages, artifacts and modeled behavior that provide a toolbox of which Black children can pull from when enduring racial experiences. Research suggests ERS has the ability to act as a protective factor against negative outcomes, such as low self-esteem, anxiety and depression among minority children (Reynold and Gonzales-Backen, 2017). In this study, I examined how particular experiences influence how Black fathers engage in ERS. This qualitative study explored how Black fathers' race-related social experiences shape their ERS processes through semi-structured interviewing. This study was informed by Critical Race Theory and Extended Family Systems Theory. Grounded Theory methodology was utilized. In this study, I aimed to address the following overarching research question: How do Black fathers' social experiences shape the way they engage in ERS with their children? Twenty-two participants from fifteen states and the District of Columbia participated in this study. The data from this study suggests that fathers' race-related social experiences regarding racism and discrimination shapes their worldviews. In turn, fathers' worldviews influence the messages transmitted to their children about living in a racially charged environment. Results from this study indicate a need to examine family processes in Black families within a context where race and racism have a more central role (James, Fine, and Rudy, 2018). Through the emphasis of Black fathers' situated context, this research highlights the social context of fathers with differing experiences and worldviews that all contribute to the ERS process. This research has implications for the field and implications for families and practitioners who work with children and families.","abstract_has_math":false,"creators":["Johnson, Shawnice"],"institution":"Virginia Tech","degree_name":"Doctor of Philosophy","degree_level":"doctoral","degree_discipline":"Human Development","degree_department":"Adult Learning and Human Resource Development","school":null,"contributors":[],"advisors":[],"committee_chairs":["Grafsky, Erika L."],"committee_members":["Rice, TeKisha Monet","Sanner, Caroline","Blanchard, Sheresa Boone"],"year":2023,"date_issued":"2023-10-17","date_published":"2023-10-17","updated_at":"2026-07-22T22:19:41Z","subjects":["ethnic racial socialization","Black fatherhood","Black families","racism","discrimination","family processes"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:36522"],"render_values":[{"text":"vt_gsexam:36522","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/116493","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Grafsky, Erika L."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Rice, TeKisha Monet","Sanner, Caroline","Blanchard, Sheresa Boone"]},{"key":"dc:contributor.department","label":"Department","values":["Adult Learning and Human Resource Development"]},{"key":"dc:creator","label":"Author","values":["Johnson, Shawnice"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-10-18T08:00:09Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-10-18T08:00:09Z"]},{"key":"dc:date.issued","label":"Date","values":["2023-10-17"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ethnic racial socialization","Black fatherhood","Black families","racism","discrimination","family processes"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:36522"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/116493"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["Ethnic Racial Socialization (ERS) is the process Black parents utilize to convey attitudes and beliefs about the meaning of race and ethnicity, teach their children what it means to be an ethnic/racial minority and equip their children with the skills to cope with racial discrimination (Neblett, Cooper, Banks, et. al, 2013). This process includes culture specific messages, artifacts and modeled behavior that provide a toolbox of which Black children can pull from when enduring racial experiences. Research suggests ERS has the ability to act as a protective factor against negative outcomes, such as low self-esteem, anxiety and depression among minority children (Reynold and Gonzales-Backen, 2017). In this study, I examined how particular experiences influence how Black fathers engage in ERS. This qualitative study explored how Black fathers' race-related social experiences shape their ERS processes through semi-structured interviewing. This study was informed by Critical Race Theory and Extended Family Systems Theory. Grounded Theory methodology was utilized. In this study, I aimed to address the following overarching research question: How do Black fathers' social experiences shape the way they engage in ERS with their children? Twenty-two participants from fifteen states and the District of Columbia participated in this study. The data from this study suggests that fathers' race-related social experiences regarding racism and discrimination shapes their worldviews. In turn, fathers' worldviews influence the messages transmitted to their children about living in a racially charged environment. Results from this study indicate a need to examine family processes in Black families within a context where race and racism have a more central role (James, Fine, and Rudy, 2018). Through the emphasis of Black fathers' situated context, this research highlights the social context of fathers with differing experiences and worldviews that all contribute to the ERS process. This research has implications for the field and implications for families and practitioners who work with children and families."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Philosophy"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["The Impact of Race-Related Social Experiences on Black Fathers' Ethnic-Racial Socialization of their Children"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Grafsky, Erika L."],"dc:contributor.committeemember":["Rice, TeKisha Monet","Sanner, Caroline","Blanchard, Sheresa Boone"],"dc:contributor.department":["Adult Learning and Human Resource Development"],"dc:creator":["Johnson, Shawnice"],"dc:date.accessioned":["2023-10-18T08:00:09Z"],"dc:date.available":["2023-10-18T08:00:09Z"],"dc:date.issued":["2023-10-17"],"dc:description.abstractgeneral":["Ethnic Racial Socialization (ERS) is the process Black parents utilize to convey attitudes and beliefs about the meaning of race and ethnicity, teach their children what it means to be an ethnic/racial minority and equip their children with the skills to cope with racial discrimination (Neblett, Cooper, Banks, et. al, 2013). This process includes culture specific messages, artifacts and modeled behavior that provide a toolbox of which Black children can pull from when enduring racial experiences. Research suggests ERS has the ability to act as a protective factor against negative outcomes, such as low self-esteem, anxiety and depression among minority children (Reynold and Gonzales-Backen, 2017). In this study, I examined how particular experiences influence how Black fathers engage in ERS. This qualitative study explored how Black fathers' race-related social experiences shape their ERS processes through semi-structured interviewing. This study was informed by Critical Race Theory and Extended Family Systems Theory. Grounded Theory methodology was utilized. In this study, I aimed to address the following overarching research question: How do Black fathers' social experiences shape the way they engage in ERS with their children? Twenty-two participants from fifteen states and the District of Columbia participated in this study. The data from this study suggests that fathers' race-related social experiences regarding racism and discrimination shapes their worldviews. In turn, fathers' worldviews influence the messages transmitted to their children about living in a racially charged environment. Results from this study indicate a need to examine family processes in Black families within a context where race and racism have a more central role (James, Fine, and Rudy, 2018). Through the emphasis of Black fathers' situated context, this research highlights the social context of fathers with differing experiences and worldviews that all contribute to the ERS process. This research has implications for the field and implications for families and practitioners who work with children and families."],"dc:description.degree":["Doctor of Philosophy"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:36522"],"dc:identifier.uri":["http://hdl.handle.net/10919/116493"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["ethnic racial socialization","Black fatherhood","Black families","racism","discrimination","family processes"],"dc:title":["The Impact of Race-Related Social Experiences on Black Fathers' Ethnic-Racial Socialization of their Children"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Human Development"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:41Z"}