Date of Conferral
2-7-2025
Degree
Ph.D.
School
Psychology
Advisor
JoAnn McAllister
Abstract
African American mothers’ experience of teaching self-love and confidence to their daughters while faced with discriminatory practices has been examined regarding African American parenting in urban and low-income areas. However, the experiences of African American mothers who face similar discrimination but live in affluent communities are less understood. Grounded in motivation and systems theories, the purpose of this qualitative ethnographic study was to describe how African American mothers in affluent communities teach racial socialization and identity development to their daughters. Ten African American mothers residing in the Northwest Arkansas region participated in one-on-one in-person interviews to explore their individual experiences with motherhood, racial socialization, and resiliency. Themes developed from analyzing the interview data highlighted identity and identity development (racial and gender), motivation (intrinsic and extrinsic), intergenerational trauma, stereotype, racial socialization, and geographical location. This ethnographic study may provide insight into the challenges faced by these mothers and the strategies they use to overcome stereotypes related to racial socialization and intergenerational trauma. Their insights may also contribute to the literature in the field and be useful to practitioners working with these families. Recognition of the cultural differences in motivation and self-efficacy can inform programs supporting and empowering people of color and contribute to positive social change.
Recommended Citation
Eason, VaShonda Helen, "African American Mothers’ Descriptions of Teaching Their Daughters Racial Socialization and Identity Development in Affluent Communities" (2025). Walden Dissertations and Doctoral Studies. 17296.
https://scholarworks.waldenu.edu/dissertations/17296
