Parents' beliefs are central to understand ethnic and minority parenting. Multicultural societies raised the need to better understand parents' beliefs about ethnic socialization in order to explain differences found in black children’s school achievement. In order to understand the way children are raised, studies have been giving greater attention to the specificities inherent in processes of family socialization among ethnic minority families (Rotheram & Phinney 1987; Bornstein, 1995; Hughes, Rodriguez, Smith, Johnson, Stevenson, Spicer, 2006) When raising their children, ethnic minority parents face a double task, while on one side they have to prepare their children for a life of success in a society predominantly dominated by white people, on the other, they have to educate them to deal with their membership in a group devalued within a society. Ethnic socialization refers to the developmental processes by which children acquire the behaviours, perceptions, values and attitudes of an ethnic group and come to see themselves and others as members of such groups (Rotheram & Phinney 1987, p. 11) Each cultural group has their own concept and perception of children, as well the mechanisms underlying child socialisation. This more or less explicit system of convictions and images, concerning the socialization of the child, relates to the concept of parental ideas or beliefs. In this sense, the beliefs of ethnic minority parents concerning child development can be important in explaining different routes to socialization. (SigeI, McGillicuddy-DeLisi, & Goodnow, (1992). 1992; Goodnow & Collins,1990). Previous studies undertaken in Portugal have shown that black mothers from the same socio-economic background have significantly different ideas on children’s education and development (Ramos-Carvalho. Correia, Costa, Monteiro 2002). A study conducted by Seabra (1999) revealed that Cape Verdian mothers do not show a common educational strategy but that the ethnic group membership adds a few particularities to educational strategies. In the present study, the authors examine relationships among black mothers ethnic identity, perception of racism, and immigrant experience with mother’s beliefs about ethnic socialization and multicultural education of their primary school children.

Sixty-eight black mothers with primary school children participated in this study (22 Portuguese; 46 Cap Verdian immigrants). Interviews were used to fill questionnaires. A black interviewer conducted interviews. Measures: Mother´s Ethnic Identity was ascertained by four questions (Tajfel & Turner, 1979) 1- “How often do you feel Portuguese?” 2- “How often do you feel Cap Verdian?” 3- “Is it important for you to be Portuguese?” 4 - “Is it important for you to be Cap Verdian?” . Perception of racism was measured by one question. “Dou you think that Portuguese society is a racist society?”. Mothers ideas about ethnic socialization and multicultural education were assessed by questionnaire (16 itens) based on Ramos-Carvalho et al. 2005). Questionnaire includes ideas about language use (Portuguese or crioulo), cultural pratices, preparing to deal with racism, multicultural education Example: “Parents must speak Portuguese with their children”. Five point scale was used to all questions.

Results show the structure and content of black mother’s beliefs. Factor analysis identifies 3 main factors. Factor 1 – Ideas that black children socialization must be spontaneous and ignoring racism. Factor 2 – Ideas that black children socialization must be oriented to cap verdian mainl. Factor 3 – Ideas that black children socialization must be oriented to integration in Portuguese society. Multiple regression (using stepwise method) indicates that mother’s ethnic identity and perception of racism in Portuguese society predicts mother’s beliefs about ethnic socialization and multicultural education. The results from this study seemed to suggest that the issues faced by black mothers in white societies are multiple and complex. In the group of black mothers there are different ways to think about their children's ethnic identity, and also different beliefs about ethnic socialization. The results of the study carried out will increase our understanding of de-valuated minority groups in multicultural school contexts