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White Parent-Child Conversations About Police Violence Against Black Americans
White Parent-Child Conversations About Police Violence Against Black Americans
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153052
- ISBN
- 9798346389583
- DDC
- 155
- 서명/저자
- White Parent-Child Conversations About Police Violence Against Black Americans
- 발행사항
- [Sl] : Stanford University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 123 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
- 주기사항
- Advisor: Roberts, Steven.
- 학위논문주기
- Thesis (Ph.D.)--Stanford University, 2024.
- 초록/해제
- 요약Racial inequality remains a persistent problem in the United States. Despite this, research suggests that White parents rarely talk with their children about race and racial inequality, and when they do they frequently send colorblind messages that minimize the importance of race and make it harder for children to notice racial inequality. Here, I focus on the specific case of police violence against Black Americans to explore whether recent instances of such violence prompted conversations in White families, what those conversations look like, and what a more effective approach to those conversations might be. Chapter 2 examined conversations about race, racial inequality, and racial identity before and after the murder of George Floyd in May 2020, and found that White parents remained relatively silent, as they often did not talk about race and racial inequality and were even less likely to talk about racial identity. Chapter 3 examined how White parents would explain police violence to their children if they did talk and found that they primarily explained it via individual factors that focused on the role of individual police officers, and rarely explained it via structural factors that focused on department policies or the cultural socialization of stereotypes. In a follow-up experiment, children were exposed to either individual or structural explanations, and findings suggested that when children were exposed to structural explanations they were more likely to think structurally about police violence. Taken together, these findings suggest that while many White families do not discuss police violence with their children, if they did choose to talk and explain the reality of the structural factors that drive police violence, their children would come to hold a more complete understanding of the realities of police violence against Black Americans.
- 일반주제명
- Racial identity
- 일반주제명
- African Americans
- 일반주제명
- Children & youth
- 일반주제명
- African American studies
- 일반주제명
- Sociology
- 기타저자
- Stanford University.
- 기본자료저록
- Dissertations Abstracts International. 86-05A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798346389583
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■035 ▼a(MiAaPQ)Stanfordkh713gz5963
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a155
■1001 ▼aSullivan, John Nicholas.
■24510▼aWhite Parent-Child Conversations About Police Violence Against Black Americans
■260 ▼a[Sl]▼bStanford University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a123 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-05, Section: A.
■500 ▼aAdvisor: Roberts, Steven.
■5021 ▼aThesis (Ph.D.)--Stanford University, 2024.
■520 ▼aRacial inequality remains a persistent problem in the United States. Despite this, research suggests that White parents rarely talk with their children about race and racial inequality, and when they do they frequently send colorblind messages that minimize the importance of race and make it harder for children to notice racial inequality. Here, I focus on the specific case of police violence against Black Americans to explore whether recent instances of such violence prompted conversations in White families, what those conversations look like, and what a more effective approach to those conversations might be. Chapter 2 examined conversations about race, racial inequality, and racial identity before and after the murder of George Floyd in May 2020, and found that White parents remained relatively silent, as they often did not talk about race and racial inequality and were even less likely to talk about racial identity. Chapter 3 examined how White parents would explain police violence to their children if they did talk and found that they primarily explained it via individual factors that focused on the role of individual police officers, and rarely explained it via structural factors that focused on department policies or the cultural socialization of stereotypes. In a follow-up experiment, children were exposed to either individual or structural explanations, and findings suggested that when children were exposed to structural explanations they were more likely to think structurally about police violence. Taken together, these findings suggest that while many White families do not discuss police violence with their children, if they did choose to talk and explain the reality of the structural factors that drive police violence, their children would come to hold a more complete understanding of the realities of police violence against Black Americans.
■590 ▼aSchool code: 0212.
■650 4▼aRacial identity
■650 4▼aAfrican Americans
■650 4▼aChildren & youth
■650 4▼aAfrican American studies
■650 4▼aIndividual & family studies
■650 4▼aSociology
■690 ▼a0296
■690 ▼a0628
■690 ▼a0626
■71020▼aStanford University.
■7730 ▼tDissertations Abstracts International▼g86-05A.
■790 ▼a0212
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164825▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
