Description

The Scale of Racial Socialization for Adolescents (SORS-A-45) is a psychometric tool designed to assess the ways in which adolescents experience racial socialization, a process through which individuals learn about the social and cultural norms, attitudes, and behaviors related to race. Racial socialization is particularly significant for adolescents of minority backgrounds as it shapes their racial identity, self-esteem, and coping mechanisms in a society where race is a salient factor.

The SORS-A-45 consists of 45 items that measure various dimensions of racial socialization, including the messages and practices conveyed by parents, guardians, and the broader community. The scale captures both the positive and negative aspects of racial socialization, such as cultural pride, preparation for bias, promotion of mistrust, and egalitarian messages. It is typically used in research with adolescents aged 12 to 18 and can be administered in various contexts, such as schools, community programs, or clinical settings.

Analysis and Data Utilization

When using the SORS-A-45, researchers and practitioners collect responses from participants, usually on a Likert-type scale ranging from “strongly disagree” to “strongly agree.” Data from the SORS-A-45 can be analyzed to:

Identify Patterns of Racial Socialization: By examining responses, researchers can identify which forms of racial socialization are most prevalent among different groups of adolescents. This can be broken down by factors such as ethnicity, gender, socio-economic status, and geographic location.

Correlate with Psychological Outcomes: The SORS-A-45 can be used to explore how different types of racial socialization correlate with psychological outcomes like racial identity development, self-esteem, academic achievement, and mental health. For instance, a strong emphasis on cultural pride might be linked with higher self-esteem.

Intervention Development: Insights from the SORS-A-45 can guide the creation of interventions aimed at promoting positive racial identity and resilience among adolescents. By understanding the nuances of racial socialization, educators and counselors can tailor programs that foster healthy racial development.

Comparative Studies: The SORS-A-45 allows for comparative studies across different demographic groups or longitudinal studies to track changes in racial socialization over time.

Calibration

Calibration of the SORS-A-45 involves ensuring the tool is valid and reliable across different populations and contexts. This process may include:

Pilot Testing: Conducting a pilot study with a sample representative of the target population to test the scale’s clarity, reliability, and validity.

Factor Analysis: Performing exploratory and confirmatory factor analyses to confirm the underlying structure of the scale and to ensure that the items appropriately measure the intended dimensions of racial socialization.

Reliability Testing: Assessing the internal consistency of the scale (e.g., using Cronbach’s alpha) to ensure that the items within each subscale are measuring the same underlying construct.

Validation: Testing the scale against other established measures of racial socialization or related constructs (e.g., racial identity, coping strategies) to establish convergent and discriminant validity.

Bibliography

Hughes, D., Rodriguez, J., Smith, E. P., Johnson, D. J., Stevenson, H. C., & Spicer, P. (2006). Parents’ Ethnic-Racial Socialization Practices: A Review of Research and Directions for Future Study. Developmental Psychology, 42(5), 747-770.

Stevenson, H. C., Cameron, R., Herrero-Taylor, T., & Davis, G. (2002). Development of the Teenager Experience of Racial Socialization Scale: Correlates of Race-Related Socialization Frequency from the Perspective of Black Youth. Journal of Black Psychology, 28(2), 84-106.

Neblett, E. W., Smalls, C. P., Ford, K. R., Nguyen, H. X., & Sellers, R. M. (2009). Racial Socialization and Racial Identity: African American Parents’ Messages about Race as Precursors to Identity. Journal of Youth and Adolescence, 38(2), 189-203.

Umaña-Taylor, A. J., & Fine, M. A. (2004). Examining Ethnic Identity Among Mexican-Origin Adolescents Living in the United States. Hispanic Journal of Behavioral Sciences, 26(1), 36-59.