This study seeks to explore the correlation between cross-generational resilience and self-esteem within Caribbean families. While Caribbean families prioritize multigenerational support, they confront significant stressors that may strain familial bonds and lead to trauma and stress-related disorders. Social stigma exacerbates these challenges, potentially impacting self-esteem and perpetuating generational effects. However, the relationship between family resilience and self-esteem remains unclear. A survey-based investigation involving 179 multigenerational Caribbean families was conducted. Each family completed a self-reported questionnaire assessing family stress levels, resilience, and self-esteem. The study revealed a notable association between family resilience and self-esteem. Families exhibiting higher resilience levels also demonstrated elevated self-esteem among their members. This research contributes to understanding self-esteem dynamics within Caribbean families, emphasizing the significant link between family resilience and individual self-esteem. It highlights the potential for generational impact. The findings underscore the necessity for culturally sensitive family life education and mental health support tailored to Caribbean families. Such initiatives are crucial for fostering the overall well-being of Caribbean families navigating unique challenges in their pursuit of resilience and self-esteem.
The purpose of this literature review was to ascertain the concerns of White fathers raising their biological Black–White biracial sons, as well as the concerns of the sons themselves. Nine databases were selected for this review. The criteria for this review were (a) studies with a sample or subsample of White fathers, (b) studies with a subsample of Black–White biracial male participants (c) articles from scholarly peer reviewed journals, and (d) a date range between 2000 and 2016. A total of eight articles were found that matched the criteria. Of the eight studies, seven were qualitative with the number of participants ranging from 10 to 31, and the quantitative study had 317 participants. Three concerns were revealed for White fathers: dealing with racism, access to minority culture, and teachers’ expectations. Three challenges for the sons were self-identification, force-choice dilemma, and appearance. Implications and future research are discussed.
Bronfenbrenner’s bioecological model was used to learn about students’ challenges and supports while in college. Themes of tending to my personal/family issues, navigating my academic life, and managing my time emerged for challenges. Depending on self and depending on others resulted for supports. Based upon this study’s results, the microsystem’s elements of activity, role, and interpersonal relation were used to discuss mentoring, enhancing educational behaviors, and focusing on basic needs as recommendations to support these students during their college journey.
Abstract Objective To examine the racial socialization practices of White fathers with their biological Black and White biracial sons. Background Socializing children of color to live in a society where they may experience discrimination is an essential part of parenting. This may be challenging for White fathers with Black biracial sons because of their different lived experiences, which can be harmful to their sons. Method A phenomenological approach was used to conduct 10 in‐depth, semistructured interviews with a sample of White fathers with biological Black biracial sons. Thematic analysis was used to analyze the data. Results Four racial socialization practices were identified: (a) talking to son about his racial/cultural heritages, (b) exposing son to his racial/cultural heritages, (c) exposing son to environments that are diverse, and (d) talking to son about discrimination. Conclusion Family professionals can work with White fathers to help them overcome any challenges they may encounter to socialize their Black biracial sons to navigate society as a man of color. Implications Family practitioners and school personnel can promote and encourage the attendance of parenting programs that focus on discussing discrimination with children and strategies parents can use to develop a healthy multiracial identity in children. Religious leaders can encourage diversity with International Day celebrations and facilitate discussions with congregants about racial inequality.
This study focused on college students who participated in a college campus program designed to support students who experienced foster care. Students reported their beliefs about the program's elements that provided direct student support. Data were collected during two consecutive semesters, N = 9; N = 10. The data collection tool contained both open-ended questions and questions in which responses were based on rating scales. Overall, students reported positive beliefs about the program elements. Themes of contributing to productivity and providing convenience emerged for usefulness of personal laptops. Enhancement of activities and functioning like a family resulted from comments helpful to the program. Implications relevant to partnerships, laptops, financial sustainability, and program evaluations were discussed along with ideas for future research.
Objective This research examines the concerns of White fathers for their biological Black and White biracial sons. Background The father–son relationship may be more challenging for White fathers who do not share the same race as their sons because of the different lived experiences their sons are likely to encounter. This may lead to several concerns for White fathers. Method Utilizing a phenomenological approach, 10 in‐depth, semistructured interviews were conducted with a purposeful sample of White fathers of Black and White biracial sons. Thematic analysis was used. Results The results revealed two concerns that White fathers had for their sons: (a) safety concerns when interacting with law enforcement and (b) fear of discrimination. Both themes identified are concerns felt by the fathers for their sons. Conclusion By understanding the concerns that White fathers have for their biracial sons, family professionals can work with families to help them overcome these concerns and strengthen the family unit. Implications There can be social support groups created for White fathers of Black biracial sons, police departments can implement ongoing implicit bias training with police officers, and family life professionals can encourage and teach parents developmentally appropriate strategies for talking with children about discrimination.
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