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How to Foster Antiracist Socialization in Multiracial Families: Insights for Practitioners

How to Foster Antiracist Socialization in Multiracial Families: Insights for Practitioners

In the ever-evolving landscape of education and social dynamics, the importance of fostering antiracist socialization in multiracial families cannot be overstated. A recent study titled Raising “Antiracist Disruptors”: Illuminating Socialization Practices that Support Antiracism in Multiracial Households sheds light on the various approaches monoracial parents can take to support their multiracial children in understanding and challenging racism.

The study, which draws from ten interviews with monoracial parents of multiracial children, identifies five distinct approaches to multiracial socialization. These approaches range from reinforcing dominant racial ideologies to actively preparing children to become antiracist activists. Here’s a breakdown of these approaches and how they can inform your practice:

For practitioners working with multiracial families, it’s crucial to encourage parents to reflect on their own experiences with racism and how these experiences shape their socialization practices. Providing resources such as books, media, and community programs can support parents in having informed and meaningful conversations about race with their children.

Encouraging a proactive approach to antiracist socialization can have lasting positive impacts on children’s development. By fostering an environment where children are equipped to recognize and challenge racism, we can help cultivate the next generation of antiracist leaders.

To read the original research paper, please follow this link: Raising “Antiracist Disruptors”: Illuminating Socialization Practices that Support Antiracism in Multiracial Households.


Citation: Vezaldenos, V. A., Jacobs, L.-A., & Rivas-Drake, D. (2023). Raising “Antiracist Disruptors”: Illuminating Socialization Practices that Support Antiracism in Multiracial Households. Race and Social Problems, 15(1), 79-100. https://doi.org/10.1007/s12552-023-09389-4

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