From Racial Socialization To Racial Ideologies: The Role Of Family, High School U.S. History, And College Coursework In The Lives Of Black Young Adults

Show simplified metadata
dc.contributor.advisorPlatt, Gerald M.
dc.contributor.advisorTomaskovic-Devey, Donald
dc.contributor.advisorBracey, John
dc.contributor.authorThornhill, Theodore Eugene
dc.contributor.departmentUniversity of Massachusetts Amherst, Sociology
dc.date2023-09-23T09:17:24.000
dc.date.accessioned2024-04-26T14:01:25Z
dc.date.available2014-06-11T00:00:00Z
dc.date.issued2011-05
dc.description.abstractThis dissertation investigates the role of familial racial socialization and formal education in black college students' racial ideologies. I argue that the ascendance of claims that America has become a colorblind, post-racial society necessitates a scholarly consideration of the sources that promote and sustain these empirically unsubstantiated notions. The mass media, through its coverage of highly visible examples of successful people of color, accomplishes some of this work. However, I contend that familial racial socialization and the high school U.S. history course, through its coverage of African American history, are two additional sources of racial messages that assist in promoting colorblindness and post-racialism. While researchers have identified parents as an important source of racial socialization, my interviews revealed that other family members, such as grandparents, siblings, and aunts, also played a significant role in students' racial socialization. Further, while students' racial socialization existed along a continuum of acknowledgment of contemporary racial oppression, the substance of what their parents and family members conveyed to them was generally of one of two types, critical or colorblind. Approximately half of the students in my sample received colorblind racial socialization, an important finding that contrasts with much of the literature on racial socialization. Additionally, high school U.S. history, through its coverage of African American history, interacted with students' familial racial socialization to help shape their racial ideologies beyond high school. Once these students matriculated at college they did not necessarily reproduce the racial ideologies into which they were socialized. Rather, depending on the nature of their racial socialization from family and the high school U.S. history course, I found that students were more or less likely to diverge ideologically from the racial interpretive framework developed prior to and during high school. The primary factor that motivated this process was whether students chose to take college coursework that exposed them to more critical interpretations of race and racism. A secondary factor was the substance of the racial ideologies of those in their peer group.
dc.description.degreeDoctor of Philosophy (Ph.D.)
dc.description.departmentSociology
dc.identifier.doi10.7275/5680271
dc.identifier.urihttps://hdl.handle.net/20.500.14394/12713
dc.source.statuspublished
dc.subjectEducation
dc.subjectSocial sciences
dc.subjectAfrican American history
dc.subjectColorblindness
dc.subjectRace
dc.subjectRacial ideology
dc.subjectRacial socialization
dc.subjectRacism
dc.subjectAfrican American Studies
dc.subjectEthnic Studies
dc.subjectHigher Education
dc.titleFrom Racial Socialization To Racial Ideologies: The Role Of Family, High School U.S. History, And College Coursework In The Lives Of Black Young Adults
dc.typeDissertation (Campus Access Only)
digcom.contributor.authorThornhill, Theodore Eugene
digcom.identifierdissertations_1/258
digcom.identifier.contextkey5680271
digcom.identifier.submissionpathdissertations_1/258
dspace.entity.typePublication
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Thornhill_umass_0118D_10732.pdf
Size:
1.12 MB
Format:
Adobe Portable Document Format
Download
Collections
Dissertations
Sociology Department Dissertations Collection