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Ethnic-racial socialization refers to the implicit and explicit ways individuals learn about race and ethnicity from family, media, community, and peers (Hughes et al., 2016). Ethnic-racial socialization is a central part of familial conversations for Black, Indigenous, and families of color. This research uses ego-centered network analysis to explore the different patterns and meaning-making in families when discussing issues of race and ethnicity. Overall, four family map types emerged from the data: expansive, concentrated, condensed, and balanced. In addition, participants described different themes according to their map type, overall demonstrating the multitude of ways ethnic-racial socialization manifests in families. [ABSTRACT FROM AUTHOR]

Whereas a majority of research on intergroup bias has focused on general attitudes and behaviors toward outgroups, there is a growing body of scholarship focusing on factors that lead to helping, supporting, and general compassion or caring for outgroups. Building on research pointing to families as a site of socialization for outgroup attitudes, we employ a memorable message framework to identify various types of messages individuals recall receiving related to mass suffering in the world and outgroup concern. Participants completed open-ended responses about familial messages as part of a larger study on ingroup and outgroup attitudes. Four main themes emerged in the analysis: rationalizing mass suffering, support and action, understanding privilege, and obligation. The findings are discussed in terms of implications for the role of families in the development of prosocial attitudes and more inclusive, empathetic worldviews. [ABSTRACT FROM AUTHOR]

Guided by the Common Ingroup Identity Model (S. L. Gaertner & J. F. Dovidio, 2000) and Communication Accommodation Theory (C. Shepard, H. Giles, & B. A. LePoire, 2001), we examined the role of identity accommodation, supportive communication, and self-disclosure in predicting relational satisfaction, shared family identity, and group salience in multiracial/ethnic families. Additionally, we analyzed the association between group salience and relational outcomes as well as the moderating roles of multiracial/ethnic identity and marital status. Individuals who have parents from different racial/ethnic groups were invited to complete questionnaires on their family experiences. Participants (N = 139) answered questions about relationships with mothers, fathers, and grandparents. The results of the multilevel modeling analyses are discussed in terms of implications for understanding multiracial/ethnic families and family functioning.

This study tested two theoretical models of perceived understanding as a potential mediator of perceived teacher confirmation and students' ratings of instruction. Participants included 651 undergraduate students who completed survey measures. Results of structural equation modeling provided greater support for the confirmation process model, whereby students' perceived understanding partially mediated the effects of perceived teacher confirmation on both teacher credibility and evaluations. Further, perceived teacher confirmation accounted for 64% of the variance in perceived understanding, and both confirmation and understanding accounted for 70% and 72% of the variances in teacher evaluations and credibility, respectively. Among the more important implications of this research is the finding that confirming behaviors have both direct and indirect effects on students' ratings of instruction. (Contains 2 tables, 4 figures, and 1 note.)

The current manuscript provides a critical review of family communication in multiethnic-racial and interfaith families. The review specifically focuses on differences related to religious and ethnic-racial identity, given that both are salient aspects of self-concept tied to psychosocial well-being, exist in a sociocultural environment characterized by racialized structures and systems of privilege, have been problematized through a deficit approach, and have implications for how to constructively address religious and ethnic-racial differences outside of the family. We begin by defining the three core concepts: (a) interfaith, (b) multiethnic-racial, and (c) family. We then discuss our methodology for selecting and reviewing empirical research and provide a synthesis of findings for each family type. We specifically address how interfaith then multiethnic-racial families communicate to address socialization and identity development, integrate differences, and combat bias. We conclude with a critical summary, arguing that interfaith and multiethnic-racial families are more accurately characterized through their strengths rather than difficulties. We point to limitations of current work, namely that research is largely based on Western perspectives on race/ethnicity and Ibrahimic religious traditions, that children and adolescent perspectives are relatively absent, and that the research tends to primarily focus on communication between couples or in parent-child relationships rather than extended family networks. Trajectories for future research include a focus on the manner in which communication surrounding identity and difference impacts self-concept and psychosocial well-being as well as contextualizing experiences of multiethnic-racial and interfaith families within the sociocultural environment. Our articulated conceptual landscape and synthesis of the research shed light on these complex relationships and encourage ongoing scholarship on these relatively understudied family forms. [ABSTRACT FROM AUTHOR]

The purpose of this inquiry was to inductively explore identity tensions that emerged from family identity differences and corresponding positive outcomes. Open-ended surveys were completed by participants (N = 87) in the United States who indicated that they experience religious, political, ethnic-racial, or sexual/gender identity difference within their family. We identified a number of themes related to relational and individual-level outcomes from the identity tensions as well as factors (e.g., constructive dialogue, common shared identity) that facilitate positive outcomes from the tensions. [ABSTRACT FROM AUTHOR]

This study examined the intrapersonal and interpersonal mechanisms underlying reported frequencies of everyday talk and relational satisfaction in stepfamilies. Participants included a parent, stepparent, and child from 114 stepfamilies (N=342) from the Midwest and Southwest regions of the United States. Social relations model analyses revealed that everyday talk and relational satisfaction vary across stepfamily relationships as a function primarily of actor and relationship effects. Stepparents' reports of everyday talk with the parent (i.e., their spouse) varied primarily as a function of actor effects, whereas reports of both children's and parents' satisfaction with the stepparent varied primarily as a function of relationship effects. Dyadic reciprocity emerged in the stepparent/stepchild relationship for reports of both everyday talk and satisfaction. Finally, stepparents engaging in everyday talk more frequently with stepchildren were more likely to be satisfied with stepchildren, and were more likely to have stepchildren reporting satisfaction with them, than stepparents engaging less frequently in everyday talk. Keywords: Everyday Talk; Relational Satisfaction; Stepfamilies; Stepparents; Social Relations Model; Actor Effects; Partner Effects; Relationship Effects

This study explored frequencies of everyday talk in stepfamilies and the extent to which such frequencies of talk differed according to family relationship type. Participants included a parent, stepparent, and stepchild from 114 stepfamilies. Across relationship types, stepfamily members reported catching up, joking around, and recapping the day's events most frequently and interrogating family members least frequently. Significant differences in frequencies of everyday talk across different relational dyads emerged for all three members of the stepfamily system. However, relatively few differences emerged in stepchildren's reported frequencies of everyday talk with their stepparents and their nonresidential parents. Keywords: Conflict; Everyday Talk; Nonresidential Parents; Stepfamilies; Stepparent-Stepchild Relationships, Over the last decade, communication scholars have shown an increased interest in the everyday interactions that create, maintain, and alter personal relationships (e.g., Baxter, 2004; Dainton & Stafford, 1993; Duck, [...]

This study investigated communicative and relational aspects of the grandparent-grandchild relationship that lead to perceptions of age salience and shared family identity with the grandparent. The perceptions represent manifestations of inter- and intragroup levels of categorization in dealing with the other family member. The association between these group-oriented categorizations and perceptions of intergenerational contact outside of the family was examined. Participants (N=369) completed questionnaires assessing perceptions of experiences with multiple grandparents. Findings showed that general family identification of the grandchild, parental encouragement, and personal communication (social support and reciprocal self-disclosure) are positively associated with perceptions of shared family identity, whereas intergroup communication (under/overaccommodation) and perceptions of impaired health are associated with age salience. Results suggest that age salience may moderate the relationship between shared family identity and perceptions of older adults in some circumstances. Keywords: Intergenerational Communication; Grandparent-Grandchild Relations; Family Identity; Contact Theory; Attitudes Towards Older Adults

From a contact theory perspective, links between variation in young adults' perceptions of communication with their grandparents and attitudes towards older adults are examined. The analysis pays particular attention to variation in communication with multiple grandparents, and finds links between that and perceived variability in the older adult population as a whole. More variation in perceptions of communication with grandparents is associated with perceptions of older adults as more heterogeneous. However, variation in grandparent relationships is associated with more negative attitudes towards older adults on measures of attitudinal central tendency. The results are discussed in terms of intergroup communication processes, contact theory and possible interventions to reduce prejudice in this and other contexts. KEY WORDS: intergenerational communication, grandparent-grandchild relations, contact theory, attitudes towards older adults, intergroup prejudice

Community-based participatory research (CBPR) has been shown to improve health and social well-being by including diverse, marginalized community voices within academic–community partnerships. Although CBPR has gained in popularity, an explicit examination and evaluation of communication processes and outcomes throughout an entire CBPR project is lacking. Here, we analyze interviews with 10 stakeholders (i.e. 4 academic and 6 community partners) about their experiences in a three-phase, mixed-methods project exploring Hispanic and Somali community members' perceptions of healthcare needs and access in a rural U.S. community. Results reflect that CBPR endeavors include communication challenges, successes, and ongoing tensions not simply between the academic group and community partners but also within these groups. We encourage academic–community research partners to devote considerable efforts to strengthening effective communication between and within multiple identity groups throughout an entire CBPR project (including evaluation) as they work to create, complete, and sustain project goals and outcomes. [ABSTRACT FROM AUTHOR]

Ethnic-racial identity (ERI) is tied to wellbeing, especially for ethnic-racial minority individuals, and the process of ERI development is inherently social. However, much of the research on ERI development has focused on ethnic-racial socialization processes between parents and children, despite the fact that sibling relationships tend to be integral to individuals' development and adjustment. Further, ethnic-racial socialization research tends to focus on monoethnic-racial individuals, despite the increasing evidence of the unique benefits and challenges faced by multiethnic-racial (ME-R) individuals. Thus, the purpose of this study is to determine the role that sibling interaction plays in ME-R identity development. Twenty-one ME-R individuals were interviewed about their ME-R identity development process as well as what it was like growing up as a ME-R individual with siblings. Interviews were analyzed using a grounded theory approach and results show that there are three major ways that siblings affect ME-R identity development: through shaping the process of engaging with difference, through sibling conversations, and through the benefits of sibling individuality in shaping ethnic-racial identity. Implications and opportunities for future research are discussed. [ABSTRACT FROM AUTHOR]

Guided by Communication Accommodation Theory (CAT) and Communication Theory of Identity (CTI), the purpose of this study was to investigate how families communicatively negotiate religious differences and how that negotiation is related to parent-child relational solidarity. Specifically, we examined the direct effects of (non)accommodative communication on relational solidarity and indirect effects via identity gaps. Using a cross-sectional survey from emerging adult college students (N = 234), we found nonaccommodative communication is indirectly related to lower relational solidarity through increased identity gaps. Accommodative communication is indirectly related to higher relational solidarity through decreased identity gaps. When parents use accommodative strategies, they may help alleviate the mismatch between their child's personal, enacted, and relational layers of identity, and foster increased relational solidarity. [ABSTRACT FROM AUTHOR]