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1.
Chinese parents exert more control over children than do American parents. The current research examined whether this is due in part to Chinese parents' feelings of worth being more contingent on children's performance. Twice over a year, 215 mothers and children (Mage = 12.86 years) in China and the United States (European and African American) reported on psychologically controlling parenting. Mothers also indicated the extent to which their worth is contingent on children's performance. Psychologically controlling parenting was higher among Chinese than American mothers, particularly European (vs. African) American mothers. Chinese (vs. American) mothers' feelings of worth were more contingent on children's performance, with this contributing to their heightened psychological control relative to American mothers.  相似文献   

2.

This paper reviews the results of a citation analysis conducted to determine the extent of references to African American scholarship in American criminology texts published between 1918 and 1960. The analysis showed that African American graduates from the University of Chicago's “Chicago School”, including Charles Johnson, E. Franklin Frazier, Monroe Work, and Earl R. Moses, were cited most often. They were usually cited in discussions of either race or culture areas and crime. African American scholars' discussions of the effects of social, economic, and political conditions such as slavery, segregation, racism and oppression on crime and criminality, especially among African Americans, were generally not cited. These findings suggest that while claims that African American scholarship cannot be found in mainstream publications might be somewhat overstated as they relate to early American criminology texts, the most important themes found in the writings of African Americans were excluded.  相似文献   

3.
This study documents the experiences of parents raising African American children who have been identified as gifted. There is a small but growing body of research exploring the experiences and issues of gifted African American children. Parents play the most significant role in a child's development; however, parents of gifted African American children are not currently represented in the literature. This study utilized semi‐structured interviews with the parent or parents from 12 families to explore their experiences of rearing their gifted African American children. Particular attention was addressed to issues surrounding their children's academic and social experiences, including interactions with school, family, and community. Implications are elucidated for individuals working with this population, and suggestions for future research are provided.  相似文献   

4.
This study investigated the relationship between narrative skills and theory of mind for low-income children. Two groups of low-income preschoolers, one African American (n = 33) and one European American (n = 36), created a narrative and participated in a false belief task. The European Americans outperformed African Americans on the false belief task, but there were no differences in the narrative skills across the groups. After controlling for children's age, false belief performance had no effect on European Americans' narrative abilities. However, African Americans who passed the false belief task told stories that were more grammatically coherent and social cognitively sophisticated than those African American children who did not pass the task.  相似文献   

5.
This study explored how neighborhood characteristics may relate to African American adolescents' internalizing symptoms via adolescents' social support and perceptions of neighborhood cohesion. Participants included 571 urban, African American adolescents (52% female; M age = 17.8). A multilevel path analysis testing both direct and indirect effects of neighborhood characteristics on adolescents' mental health outcomes was conducted. Higher neighborhood poverty and unemployment rates predicted greater internalizing symptoms via lower cumulative social support and perceptions of neighborhood cohesion. In contrast, higher concentrations of African American and residentially stable residents in one's neighborhood related to fewer internalizing symptoms among adolescent residents via greater cumulative social support and perceptions of neighborhood cohesion. Implications of these findings are discussed.  相似文献   

6.
Research Findings: This study examined 56 young (prekindergarten through 2nd grade) urban-dwelling African American children's understanding of the affective attributions and consequences of 3 types of sociomoral rule systems: prosocial, active, and inhibitive morality. It also tested the relationship of affective attributions and consequences to children's behavior. As expected, children's affective responses differed by sociomoral rule system and character role type, supporting the notion of a “happy victimizer” and a subtle attributional shift. Children provided affective attributions that attempted to resolve the dilemmas presented in the different sociomoral vignettes regardless of the affect associated with the vignette. The relationship of children's affective attributions and consequences to their behavior in school was partially supported. Children's affective attributions were significantly associated with their prosocial behavior. However, contrary to predictions, no other significant associations emerged between children's affective attributions and negative behavior or between children's affective consequences and behavior. Practice or Policy: Those working with young African American children should consider the reasoning behind children's emotional and behavioral reactions and not just focus on the correct or appropriate response to understand and promote children's positive development. There are implications for supporting African American children's competence development at school through a behavior promotion approach.  相似文献   

7.
The present study examined the effect of caregivers' experiences of racial discrimination on their adolescent children's psychological functioning among a sample of 264 African American dyads. Potential relations between caregiver discrimination experiences and a number of indicators of adolescents' (aged 12–17) psychological functioning over time were examined. It was found that caregiver discrimination experiences were positively related to adolescents' symptoms of depression and negatively related to their psychological well‐being. Additional analysis revealed interactions between the effects of caregiver discrimination experiences and family income on all 3 outcomes. Greater caregiver discrimination experiences and lower family income were risk factors for the youth in the sample. These findings underscore the deleterious consequence of caregivers' discrimination experiences on African American youth's psychological health.  相似文献   

8.
Abstract

The author used regression analyses to examine variables that predicted how African American parents and guardians rated their children's teachers and the public school system. The results indicated that although several variables were significant, parents' and guardians' satisfaction with their children's elementary school teachers was the strongest predictor of how they rated high school teachers and the public school system. The need for educators and policy-makers to improve their relations with African American parents and guardians is underscored.  相似文献   

9.
This article analyzes the 2002 Coretta Scott King Award book by Mildred Taylor entitled The Land. The novel and its author are situated within a tradition of historical fiction written by and about African Americans. I then offer an analysis that utilizes Critical Race Theory as an interpretive tool for examining the ways Taylor embeds meanings of land ownership into the novel. In particular the following themes emerged: (1) inspiration and adoration, (2) entitlement and privilege, and (3) freedom and security. The conclusion addresses the importance of applying Critical Race Theory to literary studies as well as identifying ways to purposefully incorporate African American young adult historical fiction within today’s classrooms. In this article, the ownership of land as property is foregrounded although the term “property” is both literally and metaphorically understood in Critical Race scholarship (Harris 1993).  相似文献   

10.
Objective. This study examines ethnic group differences in the relation between parents' use of physical discipline and children's externalizing behavior problems in younger children and assesses both same-source and distinct-source data. Design. One hundred and twelve mothers of African American (N = 63) and European American (N = 49) children were interviewed regarding their parenting strategies and their child's behavior. Preschool teacher ratings of child behavior were obtained. Results. Regression analyses revealed significant main effects for gender and discipline on externalizing behavior problems. All 2-way interactions with ethnicity were significant, but only when predicting teacher-rated behavior problems. Post-hoc analyses showed that for African American men, there was a significant negative correlation between mother-reported physical discipline and teacher-rated externalizing behavior problems. Similar correlations for African American women and the European American gender groups were not significant. Conclusions. These findings show ethnic differences in the relation between physical discipline and externalizing behavior problems for young children when distinct-source information is obtained. The study extends the literature by showing this effect is particularly strong for boys.  相似文献   

11.
As the second in a series of studies concerning the development of kindergartners' self‐perceptions, this study examined the effects of the kindergarten experience on self‐perceptions of African American and White students as they progressed through their kindergarten year. Using a countywide sample of 209 children in 31 classrooms, the study incorporated in vivo observations of teachers' verbal behavior and self‐perception data from the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Results indicate that the kindergarten experience had an equalizing effect on the self‐perceptions of African American and White children, although self‐perceptions of cognitive competence were initially lower for African American children than for their White counterparts. Teachers' verbal interactions with children were not affected by the child's race, at least when different achievement levels were taken into account. © 1999 John Wiley & Sons, Inc.  相似文献   

12.
On July 8, 2003, at Goree Island, Senegal, George W. Bush delivered the most important speech on American slavery since Abraham Lincoln. As an example of rhetorical artistry, the speech is a masterpiece, putting the brutality of slavery into historical, political, and theological perspective. Although the speech had deliberative effects—it grew out of, and contributed to, the Millennium Challenge as well as the administration's African AIDS initiative—it was primarily an epideictic speech that envisioned Providential history as its audience. By adopting the God of history as audience, Bush was able to confess the nation's original sin and to begin to make amends by directing billions of dollars to African development as well as treatment of AIDS and malaria. While largely successful with Africans, the speech left many African Americans both puzzled and angry. The Bush administration could have built on the initial success of the Goree Island speech by extending the internal logic of the address to the material conditions of African Americans, but it did not.  相似文献   

13.
Since its inception, Sesame Street has modelled racial harmony; however, as a result of the rising racial unrest in the United States in 1989, we launched a four-year race relations curriculum initiative designed to be more explicit about physical and cultural differences, and to encourage friendship between people of different races and cultures. To assess children's basic knowledge and attitudes about diverse children living and playing together a variety of methods were developed, including a game 'Make a Neighborhood', to assess how living in a segregated environment influences preschoolers' understanding of race relations. The game allowed us to observe how preschoolers sort drawings of children who differ by race, clothing and hairstyle into places in the neighbourhood. Results indicated that Chinese American, African American, Puerto Rican and Crow Indian preschoolers integrated homes, schools, playgrounds, churches and stores when given drawings of children from their own groups and White children. White preschoolers integrated Chinese American and White, Puerto Rican and White and Crow Indian and White children in every structure. However, White preschoolers were significantly more likely to segregate African American and White children in the homes, schools, playgrounds, churches and stores. Based on these results, segments were produced which show White children visiting an African American friend's home.  相似文献   

14.
Persistent disparities exist between African American children and their European American counterparts across developmental domains. Early childhood intervention may serve to promote more positive outcomes among African American children. The current study examined whether and how the Early Head Start (EHS) program benefited African American children at the end of the program, when they were 36 months of age, as well as the parenting these children experienced and how this affected their developmental outcomes. The data show a wide and strong pattern of impacts of EHS for African American children and families. Path analysis yielded findings that suggested a direct effect of EHS on specific child outcomes and parenting processes within this group of African American families. Parental supportiveness and cognitive stimulation emerged as important direct influences on African American children's outcomes and as pathways through which Early Head Start benefits these children. These findings are discussed in the context of early childhood intervention practice.  相似文献   

15.
In this study, observed maternal positive engagement and perception of work–family spillover were examined as mediators of the association between maternal nonstandard work schedules and children's expressive language outcomes in 231 African American families living in rural households. Mothers reported their work schedules when their child was 24 months of age and children's expressive language development was assessed during a picture book task at 24 months and with a standardized assessment at 36 months. After controlling for family demographics, child, and maternal characteristics, maternal employment in nonstandard schedules at the 24-month timepoint was associated with lower expressive language ability among African American children concurrently and at 36 months of age. Importantly, the negative association between nonstandard schedules and children's expressive language ability at 24 months of age was mediated by maternal positive engagement and negative work–family spillover, while at 36 months of age, the association was mediated only by negative work–family spillover. These findings suggest complex links between mothers’ work environments and African American children's developmental outcomes.  相似文献   

16.
The question of whether schools should promote cultural pride and engage students in ethnic traditions is hotly contested. To contribute to this debate, this longitudinal study examined whether school cultural socialization predicted adolescents' engagement in school over time and whether this relation was mediated by school climate. Data were collected in four waves during a two-year period from 254 African American fifth-graders (53.9% males; Mage = 10.95 at Wave 1) enrolled in three public middle schools. Results revealed that African American youth who reported more school cultural socialization also had greater school engagement over time. This longitudinal relation was fully mediated by youth's perceptions of school climate. Implications for how to promote African American youth's perceptions of schools as culturally sensitive and supportive environments are discussed.  相似文献   

17.
Researchers have examined the impact of family on child literacy among low-income African American families and preschoolers considered to be at risk for not being ready for kindergarten. Quantitative studies identify family-parental variables associated with poorer literacy outcomes, whereas qualitative studies detail family practices that promote child literacy development. Addressing the limitations of social address variables in quantitative research, and the paucity of research on preschoolers in qualitative research, this study examines the home-based literacy practices of 20 low-income, African American families with preschoolers in Head Start transitioning to kindergarten. Using qualitative interviews informed by a resilience framework, we found that home-based literacy activities were carried out within teams of diverse kin who worked together to promote children's school readiness. Family literacy teams expanded the literacy resources available to preschoolers, providing a rich literacy environment for children's development. These findings contribute to our substantive understanding of literacy practices within low-income African American families, resilience theory, and culturally relevant home-school collaborations.  相似文献   

18.
It has been suggested that culturally relevant literature can be beneficial to elementary school students' learning. Yet, less research has focused on African American students' perspectives of that literature, including aspects of that engagement that may benefit their learning. Therefore, the main goal centred on US elementary school students' perspectives of African American children's literature in an after-school book club. There were 15 second- and third-grade African American students from a low-income area who participated in the 6-week book club. The book club sessions were recorded, student artefacts were collected and a focus group was held with students. Following the book club, there were two classroom teachers interviewed along with an after-school teacher facilitator. Based on the analysis, four themes were found. These focused on increased reading motivation, the role of cultural and personal associations with literature for comprehending, engagement in communal learning and improved access to culturally relevant texts. The results extend previous research on the importance of social collaboration and culturally relevant books to promote motivation and reading comprehension among learners and highlight the value of collaborative and culturally based learning for Black children in the American context.  相似文献   

19.
This article answers critical and theoretical calls for the study of ordinary talk by analyzing a transcribed speech in which Alvertis Simmons, a member of the Denver, Colorado, African American community, engaged a panel of school board officials on the topic of racial stereotypes in an elementary school science experiment. Simmons's discourse can be shown symbolically to reorganize features of integrationist and nationalist ways of speaking-two dominant strands of mid- to late-twentieth century African American public address. Building a theory of "oratorical influence" from these intertextual relationships, this essay concludes that the force of public discourse may reside less in a speaker's ability to persuade an audience than in an audience's willingness to recycle and revise figural aspects of a speaker's discourse in their everyday talk. An interpretive stance such as this can encourage rhetorical critics to expand their objects of critique, to include more ordinary ways of speaking that follow after highly styled public texts.  相似文献   

20.
This study examined low-income African American and European American preschoolers' socioemotional causal attributions. Forty-seven Young (M = 48 months) and Old (M = 62 months) preschoolers were asked to justify a puppet's current emotion and to talk about their past emotional experiences. Responses were coded for Causal Theme and Clarity. Old preschoolers were twice as likely to attribute interpersonal themes, and Young preschoolers were 4 times more likely to generate causal themes that were uncodeable. In terms of clarity, children provided clearer responses for anger and fear than they did for happiness. Old preschoolers' explanations for emotions were clearer than young preschoolers' and young African Americans', who had the most difficulty explaining emotions. Results indicate that younger preschoolers, particularly young African Americans, may need help articulating emotions. Suggestions for how adults can scaffold preschoolers' emotional reasoning are discussed.  相似文献   

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