Why White Parents Don’t Talk About Race 1

Why White Parents Don’t Talk About Race: A Cross-Cultural Expansion

Lizbeth Alvarado

CFS 100: Child and Family Science

Dr. Amber Hammons

California State University, Fresno

December 10, 2025

Introduction

In Nurture Shock, Bronson and Merryman (2009) investigate the notion that many White

American parents are simply not talking about race to prevent children’s racialization. The

authors challenge such assumptions, though developmental research has shown that many

children learn to label people by race as early as preschool. Without proper guidance, they

depend on their intuition and are prone to making faulty generalizations, as well as biased

assumptions. The chapter’s central myth is that “colorblind” parenting promotes equality; in fact,

the silence about race creates the climate for stereotypes promoted by media, peers, and the

broader community to influence children’s attitudes. But Bronson and Merryman concentrate on

White parents; the chapter also calls into question how families of other cultural groups may

negotiate racial and ethnic socialization. Moreover, this expansion examines practices of racial-

socialization among Black, Latinx, and Asian American families, which allow for a comparative

study of the ways in which cultural context shapes parent–child language and conversation. This

paper analyzes three empirical studies and a piece in popular media to present tangible cultural

differences in parents’ race talk and discusses how these findings can influence the practices of

more inclusive parenting and teaching.

Empirical Research Article 1

Hughes et al. (2006): Racial Socialization in Black Families

Hughes et al. (2006) provided an extensive review and synthesis of the empirical studies on

racial socialization in Black families in the United States. Ultimately, they sought to identify the
Why White Parents Don’t Talk About Race 3

primary strategies Black parents employ to prepare their children for a range of racialized

experiences, including both discrimination and cultural pride. The review included data from a

variety of surveys, structured interviews with children and adolescents from various

socioeconomic backgrounds, and observational studies. Black parents often participate in two

primary forms of socialization, the authors found: cultural socialization (teaching about Black

history, traditions, and cultural pride) and preparation for bias (having clear conversations about

discrimination and how to respond to unfair treatment). These discussions act as protective

factors, helping children’s academic achievement, psychological adjustment, and resilience in

the face of racial stressors. With a pattern of racial silence documented among many White

families in Nurture Shock, the findings indicate a strong cultural expectation in Black

communities that conversations around race are both necessary and beneficial. Hughes et al. note

that these practices are rooted in historical experience and are critical to nurturing children’s

strong and positive

sense of identity.

Article 2: Empirical Studies

Umaña-Taylor & Fine (2004): Ethnic Identity Formation Among Mexican-Origin Adolescents

Umaña-Taylor and Fine (2004) wanted to examine how Mexican-origin youths form their ethnic

identities and how they were influenced by messages from their parents. Their study involved

323 adolescents attending public schools in the southwestern United States. Using survey-based

measures, the researchers appraised parental cultural-socialization messages, adolescents’

exploration of their identity, and psychological well-being. The results show that adolescents

whose parents spoke openly about cultural heritage, family traditions, and racialized experiences

had much stronger ethnic identity. Adolescents who engaged in greater cultural-socialization

messages reported higher self-esteem and lower depressive symptoms as well. These results

highlight the idea that Latinx families frequently weave discussion of race, ethnicity, and culture

into everyday life, in part because cultural continuity is important in the culture and because a

good number of families already experience discrimination, directly or indirectly. This is in stark

contrast to the silence described by many White parents who might be concerned that by

recognizing racial differences, they draw racial divisions. However, the study argues that cultural

engagement and open discussions are protective developmental tools for Latinx youth.

Empirical Research Article 3:

Brown & Lee (2015): "Media, Parenting, and Racial Attitudes in Early Childhood."

Brown and Lee (2015) looked at how parental communication styles and media exposure shape

the racial attitudes of young children from different cultural communities. Their research

involved 430 families from White, Black, Latinx, and Asian American backgrounds and

included parent questionnaires, home observations, and direct assessments of children’s

attitudes. The researchers observed that there were important cultural differences in the way in

which parents managed conversations about race. White parents had the least to do intellect

conversations, for the most part, expecting children to simply receive exposure to diversity

before they started developing inclusive attitudes. Black, Latinx, and Asian American families,
Why White Parents Don’t Talk About Race 5

instead, more often implemented purposeful socialization practices that included cultural

education, conversations around discrimination, and messages of respect and inclusivity.

Importantly, children whose parents conveyed explicit racial-socialization messages had more

positive intergroup attitudes and greater awareness of diversity, the study found. Brown and

Lee’s analysis support the idea that parental silence is not culturally universal; rather, it

represents conventions unique to White families who have historically not had to educate their

children about discrimination.

Comparison of Popular Media Articles Anderson (2020): How Kids Learn About Racism.

Anderson's (2020) article from The Atlantic is a clear overview of studies that illustrate how

children learn about race and the value of parent involvement. Children observe race as early as

possible, and they develop unconscious biases in response to those experiences until trusted adult

guidance comes to their aid, Anderson stresses. As Hughes et al. (2006), Umaña-Taylor and Fine

(2004), and Brown and Lee (2015) explain, the article explains that in general, White parents

avoid talking about race because of fear of saying the wrong thing or their view that

colorblindness increases fairness. Anderson compares this with families of color, who often offer

clearer messages about socialization. The article is true to form in representing developmental

studies and has succeeded in making the harm to society caused by silence understandable to the

public. It is very much a part of the empirical literature, providing evidence to support a critique

of colorblind parenting by Bronson and Merryman.

Reflection, Limitations, and Future Research.

This relates to my own experience as I witness racism in my own life, and I have an intention to

promote a multicultural experience when I become a teacher. The studies highlight that when

kids are not told about race, that doesn’t preserve their safety; rather, it does not prepare them to

comprehend diversity or to disrupt toxic stereotypes. As a teacher, I wish to make learning an

environment where children feel recognized, valued, and supported, no matter where they hail

from in terms of culture. We find strong evidence in the reviewed studies, but there are also

limitations. For the most part, the literature is self-report-based, and spontaneous discussions

between parents and children may not be reflective. For other studies, these findings may be

supported more closely by the use of observational or longitudinal designs to measure how

racial-socialization messages develop across development. Furthermore, the investigation also

usually concentrates on some cultural groups regardless of diversity in those groups.

Socioeconomic differences, immigration history, or language background, for instance, might

affect how families relate to race, she said. Third, limited research examines multiracial families,

whose encounters may not fit neatly into traditional racial categories. As the U.S. population

grows more diverse, understanding how these families tackle identity and racial socialization is

necessary. More research is necessary on how teachers and schools can facilitate or constrain

racial-socialization efforts. Schooling and the child’s classroom are the focus, as most children

spend more time at school than at home, and the role of a teacher as a critical influence on the

development of children’s perceptions of fairness and diversity, and, of course, their identity.

This is particularly applicable for me as a future teacher, since my own communication practice

will need to be consistent with the developmental evidence laid out in this literature.
Why White Parents Don’t Talk About Race 7

Conclusion

Bronson and Merryman’s (2009) chapter offers a vital foundation for grasping how these

silences manifest across White American parents. But when discussing other cultural

communities, it is more apparent that racial socialization is an issue that varies by community.

Intentional efforts on the part of Black, Latinx, and Asian American families to promote cultural

pride, discrimination knowledge, and positive identity formation. These dialogues enhance

children’s resilience and build more equitable views. Indeed, the findings we found in empirical

studies and popular media articles highlight the developmental benefits of explicit racial-

socialization messages, alongside the risk of silence leaving children open to internalizing

stereotypes. Communication strategies that are culture-based can help families and educators

make this process part of their work towards building inclusive environments. To study how

different families talk about race is a crucial step toward creating classrooms and communities

that can help ensure all children’s social and emotional development
Why White Parents Don’t Talk About Race 8

Reference

Anderson, M. (2020). How kids learn about racism and what parents can do. The Atlantic.
[Link]

Brown, C. S., & Lee, H. (2015). Impressionable minds: Media, parenting, and racial attitudes in early
childhood. Child Development, 86(3), 816–833.

Hughes, D., Rodriguez, J., Smith, E., Johnson, D., Stevenson, H., & Spicer, P. (2006). Racial
socialization in Black families: A review of the literature. Developmental Psychology, 42(5),
747–770.

Umaña-Taylor, A. J., & Fine, M. A. (2004). Examining ethnic identity development among Mexican-
origin adolescents. Journal of Adolescent Research, 19(2), 182–205.