Black Racial-Ethnic Identity Development in Girls: An Evaluation of Socialization During Puberty

Abstract

Research on the ethnic-racial identity development of Black girls during the pubertal transition is important because adolescence is the developmental period when Black girls begin to explore their identity. This period also involves Black girls navigating puberty-related physical changes and understanding how these changes affect their interactions with others. Current research is limited in exploring the relation between pubertal development and identity development, both of which are normative areas of adolescent development. Even fewer studies have examined how pubertal transition directly predicts Black girls’ ethnic-racial identity development. Additionally, Black girls’ developing bodies draw different attention compared to their younger years, such as being expected to behave in ways that conform to gender norms and to act more like adults. Black mothers who have experienced similar transitions can be essential in helping Black girls navigate pubertal changes and identity development. Yet, research on maternal socialization during puberty is limited, focusing largely on how mothers educate their daughters about sex when they begin menstruating. For early Black adolescent girls, being prepared for pubertal transition (e.g., managing their first period) is as important as sex education. Given that Black girls tend to experience pubertal transitions earlier than their same-age and same-sex peers, culturally responsive puberty education is needed. Based on previous research and the conceptual frameworks from García Coll et al. (1996)’s integrative model for the study of developmental competencies in minority children and Intersectionality (Cole, 2009; Crenshaw, 1991), this study examined the following themes using quantitative methods: a) the impact of perceived pubertal timing on Black girls’ ethnic-racial identity formation and social identity centralities, b) potential maternal socialization practices (e.g., ethnic-racial, pubertal, and the intersection of the two) that Black mothers engage in during their daughters’ pubertal transitions, and c) the impact of maternal socialization on Black girls’ ethnic-racial identity formation and social identity centralities. This study included 120 self-identified Black mothers and their 120 corresponding daughters, aged 10 to 15. Linear regression, independent sample t-test, analysis of variance, and hierarchical cluster analysis were conducted to test the hypothesized relations. Partially aligned with the proposed hypothesis, findings revealed that mothers’ perceptions of their daughters’ early pubertal timing were associated with low ethnic-racial and gendered ethnic-racial centrality in their daughters. For pubertal socialization, contrary to the proposed hypothesis, most mothers believed that they, rather than their daughters, should initiate puberty-related conversations. However, when addressing feelings related to breast development and menarche, mothers preferred for their daughters to start these discussions. Fully aligned with the proposed hypothesis, the intersection of maternal ethnic-racial and pubertal socialization was positively linked to Black girls’ ethnic-racial identity formation and social identity centralities. The findings from this dissertation study contribute to a better understanding of Black girls’ identity formation during pubertal transitions and highlight the role of Black mothers in this process. Future research should explore the mechanisms explaining the relation between Black girls’ pubertal timing and identity formation, such as stress related to their pubertal transitions. Additional research is also warranted on the influence of maternal socialization practices on Black girls’ preparedness for puberty.