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Title:Parenting processes in black and mixed race LGQ parent families:racial and queer socialization
Author(s):Mendez, Shawn N
Director of Research:Oswald, Ramona F
Doctoral Committee Chair(s):Oswald, Ramona F
Doctoral Committee Member(s):Ebata, Aaron; Jarrett, Robin; Kuvalanka, Katherine
Department / Program:Human & Community Development
Discipline:Human & Community Development
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):LGQ, parenting, Black, mixed race, socialization
Abstract:This project seeks to fill three current gaps in the literature on lesbian, gay, and queer (LGQ) parents. First, that it is not a literature on parenting, per se. Instead, research has concentrated on same-sex parents themselves, and focused on whether characteristics of the parents (e.g., sexual orientation) impact characteristics of their children (e.g., gender identity, sexual orientation). Second, the LGQ parenting literature is not representative and fails to adequately include racial and class diversity. Very few studies (e.g., Moore, 2011) have investigated whether or how LGQ parent families negotiate race within their families, communities, and society. Most studies have used highly educated, White, middle and upper class, urban samples. However, in the United States, same-sex couples are more likely than heterosexual couples to be interracial, and to have non-white children (Movement Advancement Project, 2012). Third, LGQ parenting has demonstrated a paradox in that parents and children in these families seem to be doing well, although they consistently experience heteronormative bias. To address these issues, this embedded multiple case study investigates the processes of racial socialization and queer socialization in four Black and mixed race LGQ parent families with children between the ages of 14-18 years old. The overarching question this study seeks to address is: how do Black and mixed race LGQ parent families negotiate race, heteronormativity, and queering within their families and communities? Results indicate that parents engage in racial and queer socialization via direct, indirect, and time management strategies due to concern for children’s wellbeing, and other intra- and interpersonal factors. The processes of racial and queer socialization resemble one another in form, content, and rationale, but parents vary in their level of engagement with each process as a function of its perceived relevance to their child, and the resources in their environment. Finally, children respond positively to both racial and queer socialization.
Issue Date:2017-07-05
Type:Thesis
URI:http://hdl.handle.net/2142/98192
Rights Information:Copyright 2017 Shawn Mendez
Date Available in IDEALS:2017-09-29
Date Deposited:2017-08


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