How Asian Canadian Parents Talk about Racism to Their Children

Background and Purpose. Families often are among the first sites where children learn how to understand and respond to racism. The intergenerational transmission of messages about race and racism plays a critical role in shaping racialized children’s understanding of identity, bias, and belonging (Juang et al., 2017). Anti-Asian racism has long existed in Canada in subtle and insidious forms, shaping the everyday experiences of Asian children (Fang et al., 2024). Grounded in an anti-racist perspective (Baines, 2007; Cooper et al, 2022), this study explores how Asian Canadian parents talk with their children about racism and the strategies they use to support them in navigating racialized experiences.

Methods. This study is part of a larger community-based participatory action research project. A total of 116 Asian parents across Canada participated in 30 online, semi-structured focus groups and 10 interviews. All participants were parents or caregivers of children in kindergarten through Grade 12. Peer researchers and community partners contributed to participant recruitment and the development of interview guides. Focus groups and interviews were facilitated in Cantonese, English, Korean, Mandarin, and Tagalog by a team of multilingual research assistants (RAs) and trained peer researchers who brought lived experience and community knowledge to the research process.

Recordings were transcribed verbatim, and non-English transcripts were translated into English. We applied reflexive thematic analysis (Braun & Clarke, 2006, 2022) using a collaborative, iterative approach in NVivo. Transcripts and preliminary findings were regularly shared with peer researchers and the community-academic advisory committee, whose feedback further informed the analysis and ensured findings remained grounded in community priorities and anti-racist commitments.

Results. We identified five major approaches that Asian Canadian parents use when discussing racism with their children. First, parents initiated age appropriate conversations early, often using everyday experiences such as peer interactions, school incidents, or media coverage as entry points. This reflects a proactive approach that frames racism as an ongoing reality. Second, parents fostered children’s cultural identity through language learning, cultural practices, and discussions emphasizing pride and respect for diversity, positioning identity as a source of resilience. Third, parents extended learning beyond the home by drawing on community-based resources, such as libraries and school and community events, to support children’s understanding of race, racism, and diversity, while also exposing them to diverse cultures and traditions. Fourth, parents cultivated open and supportive family environments that enabled children to share and process experiences of racism. These relational practices enabled ongoing dialogue and positioned the family as a critical site of emotional support and meaning-making. Finally, parents prepared children to navigate discrimination by sharing personal experiences and teaching practical strategies, while fostering a longer-term sense of identity, confidence, and agency.

Conclusions and Implications. Understanding how families approach conversations about racism can inform culturally responsive practice, supports, and community-based resources that strengthen Asian families’ capacity to address racism and promote inclusive and equitable communities. These findings also underscore the need for anti-racist approaches that move beyond individual coping to address systemic racism and support children’s agency and advocacy.