Black Lives Matter (BLM) has profoundly shifted public and political discourse about race in the United States and thus the broader sociopolitical landscape in which children learn about race and their own racial identities. A sample of Black, White, and Multiracial children (N = 100; Mage = 10.18 years old) were interviewed about their racial identities in 2014 and again in 2016. During these 2 years, BLM surged with the National March on Washington, widespread news coverage of multiple cases of police brutality, and a highly racialized presidential election. The current analysis examines longitudinal change in children's racial identity narratives across these two time points with attention to the role of BLM. Qualitative interview analyses show that (a) the importance of racial identity increased among Black and Multiracial (but not White) children, and (b) the content of children's race narratives shifted to include BLM-related themes and more discussions of race as interpersonal and structural (not just individual). We discuss age-related changes and how to conceptualize maturation during significant sociopolitical moments, like the current one, in relation to racial identity development. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Life-span and Life-course Studies