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Parent–Adolescent Socialization of Social Class in Low‐Income White Families: Theory, Research, and Future Directions
Author(s) -
Jones Deborah J.,
Loiselle Raelyn,
Highlander April
Publication year - 2018
Publication title -
journal of research on adolescence
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.342
H-Index - 95
eISSN - 1532-7795
pISSN - 1050-8392
DOI - 10.1111/jora.12392
Subject(s) - socialization , formative assessment , social class , psychology , white (mutation) , class (philosophy) , developmental psychology , social psychology , middle class , focus (optics) , meaning (existential) , political science , mathematics education , biochemistry , chemistry , physics , optics , artificial intelligence , computer science , law , psychotherapist , gene
The formative role of social class in the United States has long been a focus of fields such as economics, history, and political science. Yet, little psychological theory or data are available to guide our understanding of what messages regarding social class are transmitted within and across generations and how those transmissions are most likely to occur. As a launching point for such work, we focus this initial contextual and largely theoretical review on parent–adolescent socialization of social class in low‐income, White families of adolescents in particular. To this end, our goal was to raise potential hypotheses about the implicit and explicit ways that White low‐income parents may shape adolescent views of class, as well as the meaning and implications of status socialization for adolescent health and well‐being.