Children’s initial understanding of society’s complexities and how to navigate their experiences often comes from their parents and family members.
However, parents and family members of Black children face an additional responsibility: teaching their children how to navigate society as a Black person.
This involves providing guidance on dealing with potential racial discrimination, fostering a strong sense of cultural identity, and preparing them for the unique challenges they may encounter due to their race.
Five women of different ethnicities and cultures stand side by side together
Key Points
Rationale
Previous research has explored the impact of racial and ethnic socialization on youth (Else-Quest & Morse, 2015; French, 2013; Rivas-Drake et al., 2009) and the sexual socialization messages that family members provide to young Black women (Crooks et al., 2020; Fletcher et al., 2015; Leath et al., 2020).
However, there is a need to better understand the specific gendered racial and sexual socialization messages that young Black women receive and how these messages impact them in young adulthood.
Method
The study utilized a constructivist-interpretivist paradigm and grounded theory methodology.
Semi-structured interviews were conducted with 19 Black women aged 18-30 who had graduated high school or received their GED equivalent.
Constant comparison analysis was implemented with open and axial coding of data until saturation was reached.
Member checking, bracketing, and triangulation were used to ensure the quality and trustworthiness of the study.
Sample
The 19 participants were aged 20-30 years old (M = 25.26), had completed or were currently obtaining their Bachelor’s degree, and were located throughout different regions of the United States.
Sixteen participants identified as heterosexual, two as pansexual, and one as bisexual. All participants identified as Black women but reported varying specific ethnic identities.
Results
Socialization Messages
1. Expectation to Put Others’ Needs Before Their Own
Participants reported receiving messages that emphasized the expectation to prioritize others’ needs, often at the expense of their own well-being.
This included adhering to the “Strong Black Woman” narrative and being expected to support others while feeling unable to show vulnerability or acknowledge their own stressors.
2. The Importance of Financial Independence
Some participants discussed receiving messages about the importance of being financially independent, even within romantic relationships.
Family members stressed the need for having personal savings and the ability to support oneself financially.
3. Prioritizing the Needs of Their Male Romantic Partner
Many participants reported receiving messages that encouraged them to be submissive, diminish their own needs, and prioritize the desires and needs of their male partners in romantic relationships.
This often involved taking on traditional, service-oriented roles within the relationship.
4. Hiding and/or Downplaying Their Sexuality
Participants discussed receiving messages that portrayed dating and sexuality as taboo topics.
Family members often emphasized the importance of covering up one’s body, not exploring sexuality, and adhering to a “good girl” image to avoid being perceived as hypersexual.
5. Successfully Managing Work Relationships
Participants reported receiving messages about navigating work relationships, including the expectation to work harder than peers, the importance of education, and strategies for dealing with microaggressions or stereotypes.
Family members also stressed the significance of being respectful, polite, and mindful of one’s tone and appearance in professional settings.
Impact of Socialization Messages
Participants discussed the long-term effects of the socialization messages they received.
Some participants felt they had to learn to navigate relationships independently due to a lack of guidance from family members. Others relied on observations and messages from outside sources when explicit and implicit messages from family were absent.
For example, one participant received information about menstruation from a teacher rather than her mother.
Additionally, some participants expressed that the messages and observations they encountered made it difficult to ask for help, as they witnessed family members being unable to confide in one another about personal issues.
While self-reliance can have positive outcomes, such as increased self-reflection and self-sufficiency, participants also discussed how these messages led to being overly self-reliant, struggling with vulnerability, and feeling isolated in relationships.
2. Desire to Have More Nuanced Conversations With Family Members
Many participants expressed a desire for more in-depth conversations with family members about various topics, including navigating predominantly White spaces, exploring their developing sexuality, maintaining healthy romantic relationships, and prioritizing self-care.
They also wished for more open discussions about family members’ own experiences in relationships.
3. Realization of Wants and Needs Within Relationships
Participants reported using the socialization messages and observations from their families to determine the qualities they sought in their own relationships.
This included a desire for more equal dynamics and reciprocity in romantic partnerships and a focus on incorporating self-love and self-care in their relationships with others.
Insight
This study is particularly informative as it provides insight into the specific gendered racial and sexual socialization messages that young Black women receive and how these messages impact their perceptions of their roles in relationships.
The findings highlight the importance of considering theintersection of race and genderwhen examining socialization messages and their potential long-term effects.
Strengths
Limitations
Implications
The results of this study have significant implications for understanding how socialization messages can impact individuals’ perceptions of their roles in relationships.
The findings suggest that parents and family members may unknowingly reinforce certain stereotypical roles and expectations placed on Black women and girls, which can have long-term effects on their well-being and relationships.
The study also highlights the importance of providing parents with psychoeducation and communication tools to engage in more nuanced conversations with their daughters about relationships and self-care.
Helping professionals can provide parents with psychoeducation on age-appropriate and healthy sexual development, relationships, and communication skills.
They can also inform parents about how certain socialization messages can unknowingly reinforce stereotypical roles placed on Black women and girls, such as the Superwoman or Mammy archetypes.
Parents should be encouraged to reflect on how these roles have impacted Black women in their lives and consider if they want their daughters to continue these relationship patterns.
Helping professionals should also encourage parents to share their personal experiences with relationships to help their daughters learn and feel more comfortable discussing their own experiences.
References
Primary reference
Elliott, J. L., Reynolds (Taewon Choi), J. D., & Castillo, K. (2024). The gendered racial and sexual socialization experiences of young Black women: A qualitative study.Qualitative Psychology, 11(1), 25–51.https://doi.org/10.1037/qup0000275
Other references
Crooks, N., King, B., & Tluczek, A. (2020). Protecting young black female sexuality.Culture, Health & Sexuality, 22(8), 871-886.https://doi.org/10.1080/13691058.2019.1632488
Else-Quest, N. M., & Morse, E. (2015). Ethnic variations in parental ethnic socialization and adolescent ethnic identity: A longitudinal study.Cultural Diversity and Ethnic Minority Psychology, 21(1), 54-64.https://doi.org/10.1037/a0037820
Fletcher, K. D., Ward, L. M., Thomas, K., Foust, M., Levin, D., & Trinh, S. (2015). Will it help? Identifying socialization discourses that promote sexual risk and sexual health among African American youth.Journal of Sex Research, 52(2), 199-212.https://doi.org/10.1080/00224499.2013.853724
French, B. H. (2013). More than jezebels and freaks: Exploring how black girls navigate sexual coercion and sexual scripts.Journal of African American Studies, 17(1), 35-50.https://doi.org/10.1007/s12111-012-9218-1
Leath, S., Jerald, M. C., Perkins, T., & Jones, M. K. (2021). A qualitative exploration of jezebel stereotype endorsement and sexual behaviors among black college women.Journal of Black Psychology, 47(4-5), 244-283.https://doi.org/10.1177/0095798421997215
Rivas-Drake, D., Hughes, D., & Way, N. (2009). A preliminary analysis of associations among ethnic-racial socialization, ethnic discrimination, and ethnic identity among urban sixth graders.Journal of Research on Adolescence, 19(3), 558-584.https://doi.org/10.1111/j.1532-7795.2009.00607.x
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Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
