About this poster

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Panel information
Panel 4. Families, Parenting, and Relationships

Abstract

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Black mothers in the United States face the formidable challenge of raising their children in a society fraught with racism, sexism, and systemic inequalities (Lee et al., 2021). As observed by Audre Lorde (1979), “If they (Black children) cannot love and resist at the same time, they will probably not survive.” She continues, “This is what mothers teach– love, survival – that is, self-definition and letting go.” (Lorde, 1979, p. 74). For Black mothers, this profound responsibility to their children begins before birth and consists of nurturing love, survival, self-definition, and coping with racial injustices. Black mothers primarily undergo this task through ethnic-racial socialization (RS) messaging (Hughes et al., 2006; White-Johnson et al., 2010). Drawing from Murry and colleagues' (2018) adapted family stress model; this study examines how Black mothers’ profiles of ordinary magic, consisting of their experiences with discrimination, received ethnic-racial socialization, and social support is associated with their self-reported racial socialization competency (i.e., skills, confidence, general stress, and call to action stress). Data from 148 Black mothers (Mage = 29.7) were analyzed using latent profile analysis, with discrimination frequency, discrimination bother, received ethnic-racial socialization, and social support as indicators. Profile differences in self-reported competency were also investigated. Three distinct profiles of ordinary magic were identified: Highly Supported and Unbothered (HSUB; n=77), Lowly Supported and Highly Bothered (LSHB; n=52), Highly Empowered, Discriminated, and Bothered (HEDB; n = 19). These profiles exhibited differences in racial socialization competency. The findings highlight the importance of Black mothers’ ordinary magic in shaping their perceptions of competency. Furthermore, the findings have implications for promoting systemic change and clinical practices geared at supporting Black mothers in their crucial role as agents for their children.

Author information

Author	Role
Chandler A. Golden, Virginia Commonwealth University	Presenting author

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