About this paper symposium

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Panel information
Panel 30. Solicited Content: Anti-Racism Research or Interventions

Paper #1
Discussions of Racism Among White Parent-Child Dyads: A Qualitative Analysis
Author information	Role
Dr. Jamie L. Abaied, Ph.D., Department of Psychological Science, University of Vermont, United States	Presenting author
Sylvia Perry, Department of Psychology, Northwestern University, United States	Non-presenting author
Abstract
Family discussions have been proposed as a powerful way to prevent and attenuate racism in White youth; yet, the majority of White parents in the U.S. report that they either de-emphasize or completely avoid the topics of race and racism in discussions with their White children (Perry et al., 2024). In this study, we report a qualitative analysis of racial messages communicated by parents and children during a guided discussion task designed to scaffold color conscious parent-child conversations about interpersonal racism and challenge White parents’ tendency to avoid conversations about race. We focused on youth in middle childhood (ages 8-12), at which point children have developed an abstract understanding of race (Hughes et al., 2007), of racial categories and stereotypes (Aboud, 2008), and of racial prejudice (Killen et al., 2011). We recruited 87 self-identified White parents (91.5% female; Mage = 42.57 years, SDage = 5.14) and their (parent-identified) White children (53% female; Mage = 8.95 years, SDage = 1.16) from the greater Chicago metropolitan area. Parents were middle to upper middle class (e.g., 40% bachelor’s degree, 35% graduate degree; 78% household income > $100,000). To scaffold color conscious discussions, we created emotionally evocative stimulus videos and developed prompts using evidence-based approaches that have been shown to facilitate prejudice reduction and increased outgroup empathy. Because White people in the U.S. often fail to recognize and label subtle forms of racism (such as feeling uncomfortable around Black people or confusing one Black person with another Black person; Sommers & Norton, 2006), we designed stimulus videos that include examples of both subtle and blatant forms of racism. Finally, we designed stimulus videos that provide opportunities for parents and children to recognize and challenge a number of common racist beliefs (e.g., outgroup homogeneity) and stereotypes about Black people in the U.S. (e.g., criminality, dangerousness, unintelligence). Transcripts of parent and child discussions were coded; parent and child verbalizations were coded separately (parent codes kappas = .78–.88, average κ = .85; child codes kappas = .74–.99, average κ = .89), and the authors collaboratively conducted a thematic analysis of the coded data. Contrasting with prior research, findings revealed that during the guided discussion, most parents and children used racial language and endorsed color conscious messages (such as acknowledging racial prejudice had occurred in the vignettes). However, a subset of dyads pushed back against the color conscious guidance by redirecting the conversation away from race or proposing external attributions for racist behaviors rather than attributing blame to White perpetrators. Parents tended to lead the conversation, and most of children’s verbalizations were in reaction to parent comments. Our presentation will include illustrative examples of these themes within parent-child discussions of both blatant and subtle racism. This work provides a detailed, nuanced analysis of the ways that White parent-child dyads react to a guided discussion task designed to encourage color conscious socialization. Our results provide promising evidence that White families can have color conscious discussions when provided with support, but some may be resistant to such support.

Paper #2
Developing and Testing a Video-based Intervention to Increase White Bystander Confrontations of Online Racism
Author information	Role
Dr. Noelle Hurd, Ph.D., Department of Psychology, University of Virginia, United States	Presenting author
Sophie Trawalter, Batten School of Public Policy & Department of Psychology, University of Virginia, United States	Non-presenting author
Abstract
Black individuals experience anti-Black racism and racial discrimination with non-trivial frequency (Horowitz et al., 2019). Black students attending predominantly White institutions (PWIs) may be at heightened risk of exposure to anti-Black racism, which can be experienced in person and increasingly online (Bravo et al., 2023). Yet emerging research suggests that some of the harms associated with exposure to online racism may be mitigated when White students confront racist posts (Chu & Ashburn-Nardo, 2022). Confrontations from White students disrupt the notion that all White students agree with or support racist content and can signal to Black students that they have White peers who share their anti-racist values. Moreover, research findings suggest that confrontations from White bystanders may change social norms to make them less accepting of racist online content (Nelson et al., 2011) and can reduce future racist posting (Munger, 2017). Nevertheless, confrontations from White bystanders remain uncommon (Dickter & Newton, 2013) and limited research has been conducted to better understand what motivates White students to confront anti-Black racism when they encounter it online. The current research was undertaken to build on previous research findings about facilitators and deterrents to White bystander confrontations. Specifically, we used this research to develop a video-based online interactive intervention designed to increase White students’ willingness to confront online anti-Black racism. In the present work, we developed and tested an intervention to (1) legitimize the threat of racist posts and improve students’ attitudes toward confronting racist posts, (2) create a sense of shared responsibility to shift students’ perceptions of social norms around confronting racist posts, (3) provide students a chance to practice confronting racist posts, to increase their self-efficacy, and ultimately (4) compel White students to confront online discrimination and, specifically, racist posts online. The sample included 824 White students. Approximately 200 students per school across four geographically diverse PWIs (all public state universities: one in the Southeast, one in the North, one in the South, and one in the Northwest) were randomly assigned to receive either our intervention or an implicit bias control condition. We found that condition predicted the likelihood of confronting the racist post, χ2 (1) = 54.4, p < .01, with 46% of participants in the intervention condition willing to submit a response compared to only 22% of participants in the control condition who were willing to do so. We conducted a path analysis (see Figure 1) using weighted least square mean and variance adjusted (WLSMV) estimators given our binary outcome (confronted: 0 = no, 1 = yes). Assignment to the intervention condition relative to the control was associated with greater attitudes, social norms, and self-efficacy toward challenging. In turn, attitudes, social norms, and self-efficacy toward challenging predicted challenging. Moreover, we found that all standardized indirect effects were significant (p < .01): attitudes (b = .09; 95% CI [.06, .11] ), social norms (b = .13; 95% CI [.12, .15]), and self-efficacy (b = .10; 95% CI [.08, .12]). Implications of study findings and future directions will be discussed.

Paper #3
Catalyzing White Racial Identity Development: The Process of Designing and Implementing a Mothers’ “Self-Reflection Group”
Author information	Role
Lauren Eales, UCLA Semel Institute, United States	Presenting author
Sarah Gillespie, Institute of Child Development, University of Minnesota, United States	Non-presenting author
Gail Ferguson, Institute of Child Development, University of Minnesota, United States	Non-presenting author
Abstract
Introduction: White mothers’ White Racial Identity Development (WRID; Helms, 1984, 2017) is likely a key factor in the intergenerational transmission of racist and color-evasive beliefs/actions from parents to children (Ferguson et al., 2022). WRID is characterized by two phases: “Internalization of Racism,” wherein individuals willingly or ignorantly deny the importance of race in the United States (or uphold Whiteness as superior), and “Abandonment of Racism,” where individuals engage in color- and power-conscious thinking and action (i.e., recognize the importance of race and [anti]racism; Neville et al., 2013). This paper describes an intervention directly targeting White mothers’ WRID as part of the larger antiracist parenting intervention CARPE DIEM study evaluated by Ferguson et al. in this submission. Intervention: The Self-Reflection group was a 6-week intervention involving weekly zoom meetings with 3-8 White mothers. Groups were led by White developmental psychopathology PhD students with clinical training. The goal was to increase mothers’ WRID through tools of self-reflection, emotion regulation, and social support strategies as a foundation for antiracist parenting. Each week had a different focus, with readings and activities guided by Dr. Janet Helms’ 2020 book A Race is a Nice Thing to Have (see Figure 1 for CARPE DIEM roadmap). Mothers were asked to complete minimal readings prior to the groups, and the facilitator reviewed in-session handouts each week (see Figure 2 for a week 4 example). In the last week, mothers were presented with real-world examples to use for practicing antiracist parenting skills and engaged in goal-setting for antiracist actions after the group ended. Process: This unique intervention’s feasibility stemmed from multiple factors, including: 1) program piloting with community advisors; 2) cross-racial supervision and collaboration, allowing us to harness ethnoracial insider and outsider perspectives; 3) clinical/therapy skills of facilitators; and 4) same-race peer supervision and joint reflection of White facilitators. First, piloting enabled facilitators to focus in on the most important elements of the group, eventually changing the group name from “social support” to “self-reflection.” Second, the PI of the study, a Black mother, and the primary facilitator, a White woman (not mother), co-created the study manual, integrating Helms’ WRID theory and other intervention-based skills from cognitive-behavioral and dialectical behavioral therapies. The facilitators met with the PI consistently to address mothers’ concerns and reflect on challenges during intervention delivery. Third, facilitator clinical skills were important to simultaneously validate and push mothers in a supportive manner, focusing on both group and individual growth. Fourth, the facilitators utilized their own personal White support group systems and also relied on each other for joint reflection and problem-solving. The self-diagnosis of WRID in weeks 3-4 and real-world examples presented in week 6 of the intervention were often the most meaningful moments of the intervention, where mothers were pushed to reflect on how they might act differently. Conclusion: Future antiracist interventions for White parents should prioritize piloting and consider the importance of teams with cultural/racial insiders and outsiders, process spaces, and supervision structures that allow for cross-race and within-race conversations.

Paper #4
RCT Findings from a Virtual Antiracist Parenting Intervention for White Mothers of Young White Children
Author information	Role
Gail M. Ferguson, Ph.D., Institute of Child Development, University of Minnesota, United States	Presenting author
Melissa Koenig, Institute of Child Development, University of Minnesota, United States	Non-presenting author
Charisse Pickron, Institute of Child Development, University of Minnesota, United States	Non-presenting author
Sarah Gillespie, Institute of Child Development, University of Minnesota, United States	Non-presenting author
Salma Ibrahim, Institute of Child Development, University of Minnesota, United States	Non-presenting author
Erika DeAngelis, Institute of Child Development, University of Minnesota, United States	Non-presenting author
Lauren Eales, Institute of Child Development, University of Minnesota & Semel Institute, UCLA, United States	Non-presenting author
Terri Karis, Institute of Child Development, University of Minnesota & University of Wisconsin-Stout, United States	Non-presenting author
Mary Ann Goens-Bradley, Institute of Child Development, University of Minnesota, United States	Non-presenting author
Abstract
Introduction: Racism is learned early in life and young White American children consistently show greater implicit bias against other racial groups than do Black American children (Dunham, 2013). Low levels of ethnic-racial socialization by White parents (ERS: parenting conversations about race and racism) is a long-suspected culprit (Loyd & Gaither, 2018), and research demonstrates that Minneapolis mothers’ ERS is linked to their phase of White racial identity development (WRID) both cross-sectionally and over time (Ferguson et al., 2022, 2023). WRID Phase 1 involves three schemas of internalizing racism (contact, disintegration, reintegration) and Phase 2 contains three schemas of abandoning racism (pseudo-independence, immersion-emersion, autonomy). Therefore, we designed a 6-week virtual dual-component antiracist parenting intervention promoting ERS and WRID for White parents of young White children: CARPE DIEM (Courageous Antiracist and Reflective Parenting Efforts: Deepening Intentionality with Each Moment). This presentation will share findings from an ongoing RCT evaluating CARPE DIEM. White mothers were randomly assigned to receive: 1) a virtual at-home ERS-promoting ‘Toolbox’ containing ERS guidelines for having antiracist parent-child conversations; 2) a WRID-promoting mothers’ self-reflection Zoom ‘Group’; or 3) both/‘Toolbox+Group’. Hypotheses: We expected a pre-post increase in ERS and WRID across conditions with greater ERS change in Toolbox/Group+Toolbox and greater WRID change in Group/Group+Toolbox. Methods: 74 non-Hispanic White mothers (M= 39.97, SD=3.34) of young 5-8-year-old White children in Minnesota completed online surveys before and immediately after the intervention. (Note: >100 additional mothers recently completed the intervention and will be added to sample/analyses!). Surveys assessed current ERS (Parental Racial-Ethnic Socialization Behaviors measure: Pahlke et al., 2012) and WRID (WRIAS: Helms & Carter, 1990). Two intent-to-treat repeated measures MANCOVAs analyzed ERS and WRID changes, respectively, controlling for background variables. Results: The virtual intervention demonstrated feasibility–mothers engaged regularly. Analyses revealed a marginally significant main effect of Time on ERS (multivariate Wilks’ Lambda=0.840, F(6,63)=1.995, p=0.080, ηp2=0.160): all mothers increased ERS around discrimination against other groups (Cohen’s d=1.112). Additionally, a TimeXCondition interaction (univariate F(2,71)=3.170, p=.048, ηp2=0.085) showed a greater pre-post increase in positive egalitarianism for Toolbox vs. Group (e.g., "Other racial or ethnic groups are just as trustworthy as people of our own ethnic or racial group”) (Fig1). Group+Toolbox mothers did not differ from others. For WRID, the multivariate main effect of Time was non-significant but a univariate effect of Time was significant for WRID-immersion/emersion: scores increased pre-post (d=.917) showing growth in abandoning racism (univariate F(1,69)=4.628, p=.035). Moreover, a TimeXCondition interaction (univariate F(2,71)=3.276, p=.044, ηp2=0.087) showed that Group mothers declined more than Toolbox or Group+Toolbox in WRID-reintegration (e.g., “Society may have been unfair to Blacks, but it has been just as unfair to Whites”) showing decreased internalizing racism (Fig2). Conclusion: This is the first study to evaluate a dual-component antiracist parenting intervention for White parents targeting ERS and WRID. Virtual delivery was feasible and immediate post-test findings showed general efficacy (large effects) and component-specific efficacy (small), supporting hypotheses. We expect additional effects with our larger sample.

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