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1.
Recently there has been concern over the need for developmental research within ethnic minority populations and interest in socialization and family variables within, and variability across, ethnic groups. This study reports analyses designed to: compare several socialization, family, and mental health variables among Hispanic and Anglo American 8–14-year-old children and mothers; examine the regression equations predicting mental health indicators with the socialization and family variables; and evaluate the cross-ethnic scalar equivalence of these socialization and family measures. The findings indicate that there are ethnic differences in several socialization and family variables; several of the socialization and family variables are related to the mental health variables, and these relations are very similar across ethnic groups; and the socialization and family measures appear to have sufficient cross-ethnic scalar equivalence for English-speaking, largely Mexican American Hispanic samples. Further, these findings suggest some caution regarding the use of the Child Depression Inventory in Hispanic samples. 相似文献
2.
Differential Prediction in the Use of the SAT and High School Grades in Predicting College Performance: Joint Effects of Race and Language 
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下载免费PDF全文 Oren R. Shewach Winny Shen Paul R. Sackett Nathan R. Kuncel 《Educational Measurement》2017,36(3):46-57
The literature on differential prediction of college performance of racial/ethnic minority students for standardized tests and high school grades indicates the use of these predictors often results in overprediction of minority student performance. However, these studies typically involve native English‐speaking students. In contrast, a smaller literature on language proficiency suggests academic performance of those with more limited English language proficiency may be underpredicted by standardized tests. These two literatures have not been well integrated, despite the fact that a number of racial/ethnic minority groups within the United States contain recent immigrant populations or heritage language speakers. This study investigates the joint role of race/ethnicity and language proficiency in Hispanic, Asian, and White ethnic groups across three educational admissions systems (SAT, HSGPA, and their composite) in predicting freshman grades. Our results indicate that language may differentially affect academic outcomes for different racial/ethnic subgroups. The SAT loses predictive power for Asian and White students who speak another best language, whereas it does not for Hispanic students who speak another best language. The differential prediction of college grades of linguistic minorities within racial/ethnic minority subgroups appears to be driven by the verbally loaded subtests of standardized tests but is largely unrelated to quantitative tests. 相似文献
3.
David W. Johnson Roger Johnson Margaret Tiffany Brian Zaidman 《Contemporary educational psychology》1983,8(2):189-200
The effect of cooperative and individualistic learning experiences within which majority students worked with lower-achieving minority peers were compared. A number of theories predict that when white students collaborate with lower-achieving minority students prejudice and rejection will increase. These theories were tested against a counter position that working collaboratively promotes liking regardless of differences in achievement. Forty-eight students (20 minority and 28 white) were assigned to conditions on a stratified random basis controlling for ethnic membership, sex, social class, and ability level. They participated in the study for 55 min a day for 15 instructional days. The results indicate that cooperative learning experiences, compared with individualistic ones, promoted higher achievement for minority students, more cross-ethnic interaction aimed at supporting and regulating efforts to learn and ensuring the active involvement of all students, and greater cross-ethnic interpersonal attraction. The results do not support the theories that posit equal achievement levels are necessary for successful integration and do support the position that cooperative experiences result in liking regardless of the ethnic membership or achievement level of collaborators. 相似文献
4.
Dana L. Charles McCoy C. Cybele Raver Amy E. Lowenstein Nicole Tirado-Strayer 《Early education and development》2013,24(6):883-906
Research Findings: At present, few resources are available to researchers, teachers, and practitioners who wish to quickly and reliably assess children's self-regulation within the classroom context, and particularly within settings serving low-income and ethnic minority children. This paper explores the psychometric properties of a teacher-report composite of 2 clinical measures of self-regulation—the Barratt Impulsiveness Scale (version 11; BIS-11) and the Behavior Rating Inventory of Executive Function (BRIEF)—in a sample of low-income African American and Hispanic children. Results of factor analyses revealed a 2-factor solution for the composite measure formed from the BIS-11 and the BRIEF that corresponded to the latent domains of cognitive and behavioral self-regulation. The composite scale was found to have high internal consistency, reliability, and concurrent validity compared to a previously validated measure of teacher-rated inattention and hyperactivity-impulsivity. In addition, results of multigroup comparisons provide evidence for measurement invariance of the composite measure across race, poverty risk status, and gender. Practice or Policy: The results support the usefulness of a teacher-rated combined version of the BIS-11 and the BRIEF for the assessment of low-income, ethnic minority children's cognitive and behavioral self-regulation. This study also helps to inform the theoretical relationship between the cognitive and behavioral subdomains of child self-regulation. 相似文献
5.
This article addresses the role of friendship dynamics among newcomer Latin American migrant youth during their transitions to Chilean secondary schools. Drawing on qualitative life history interviews, we discuss ethnic minority well-being in two high-ethnic mix schools, and how power inequalities and racial discrimination are managed through social capital in the courtyard. In particular, we demonstrate the importance of ethnic diversity for counteracting victimization. We found few instances of internal segregation (homogenous or bonding forms of friendship groups); instead cross-ethnic friendships were more common, enabling participants to navigate gendered and class-based cleavages within the schools. Although concentrations of ethnic students in low-quality municipal schools represent deeper social justice issues, the research argues for the need to move beyond dichotomized notions of integration and segregation. Creating greater equity in these spaces, we suggest, does not depend on ethnic mix, but on the opportunities to develop social capital support. 相似文献
6.
韦福安 《南宁师范高等专科学校学报》2013,(1):143-147
跨界民族交往心理是构成跨界民族关系的重要内容，跨界民族关系是通过跨界民族心理与交往实践具体体现的。从阐释跨界民族交往出发，参照心理学的相关理论，认为跨界民族交往心理的基本要素是由边境跨界民族交往的内在驱动力、认知、情感体验、意识和交往行为共同构成。跨界民族交往心理体现了跨界民族关系的心理指标体系，从内在方面折射着跨界民族关系的变迁，对理解跨界民族交往、协调周边关系乃至推动世界的多元文化发展都具有重要的指导意义。 相似文献
7.
按照族裔来划分的话,美国少数族裔女性成长小说可以归纳为非裔、华裔、西语裔和印第安裔女性成长小说等不同类别.在当前,国内外对美国少数族裔女性成长小说开始有了较为广泛和深入的研究,通过对该类型小说在内涵、思路与方法及意义等方面的研究分析,有助于厘清美国少数族裔女性在成长过程中的一般性特征,从而进一步发掘其普遍的现实意义. 相似文献
8.
Jennifer A. Mautone Enitan Marcelle Katy E. Tresco Thomas J. Power 《Psychology in the schools》2015,52(2):196-207
Family involvement in education, including the quality of family–school communication, has been demonstrated repeatedly to have a substantial effect on child development and success in school; however, measures of this construct are limited. The purpose this study was to examine the factor structure and concurrent validity of the Quality of the Parent–Teacher Relationship, a subscale of the Parent–Teacher Involvement Questionnaire, in a sample of children with attention deficit hyperactivity disorder (ADHD). Participants were 260 parents and teachers of children diagnosed with ADHD in Grades kindergarten to 6. Results provided support for a two‐factor model, consisting of separate factors for parents and teachers, and correlational findings provided support for concurrent validity. This measure appears to have utility in assessing parent–teacher relationships and evaluating the effectiveness of family–school interventions. 相似文献
9.
Testing equivalence of mediating models of income, parenting, and school readiness for white, black, and Hispanic children in a national sample 总被引：2，自引：0，他引：2
This paper examines complex models of the associations between family income, material hardship, parenting, and school readiness among White, Black, and Hispanic 6-year-olds, using the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). It is critical to test the universality of such complex models, particularly given their implications for intervention, prevention, and public policy. Therefore this study asks: Do measures and models of low income and early school readiness indicators fit differently or similarly for White, Black, and Hispanic children? Measurement equivalence of material hardship, parent stress, parenting behaviors, child cognitive skills, and child social competence is first tested. Model equivalence is then tested by examining whether category membership in a race/ethnic group moderates associations between predictors and young children's school readiness. 相似文献
10.
Myrto Repapi Harrison G. Gough Kevin Lanning Costas Stefanis 《Contemporary educational psychology》1983,8(2):181-188
Family background data and California Psychological Inventory (CPI) protocols were obtained from 1643 Greek students (825 males, 818 females), from 19 schools in upper, above average, below average, and lower socioeconomic districts of the City of Athens. Students were enrolled in Grades 8 and 9 (gymnasio) or 10 through 12 (likio). Background variables, individual CPI scales, and a combination of six CPI scales developed earlier to forecast high school academic achievement in the United States were related to the scholastic performance of the Greek students. For all 1643 students, the optimum linear combination of three family background variables correlated .29 with grades, whereas the previously defined CPI equation had a correlation of .38. Similar results were observed in subsamples defined by sex and school level. It was concluded that the CPI measures showed sufficient validity in this cross-cultural application to warrant further research at higher educational levels, and in special subgroups such as the intellectually gifted or mathematically precocious. 相似文献
11.
The present research investigated the relationship between mothers' and fathers' perceptions of family functioning in a sample of parents having children with disabilities using the Family Support Scale, the Family Adaptability and Cohesion Evaluation Scale, and the Comprehensive Evaluation of Family Functioning. Analyses were conducted at the subscale and item level using a multivariate framework. Results support previous research indicating that mothers and fathers have different perceptions of family functioning, identify different stressors, and report different sources of support as helpful. Additionally, internal consistency reliability analyses for mothers and fathers suggests that some subscales should be interpreted with caution for fathers. Implications for early intervention services and assessment with this population are discussed. 相似文献
12.
《Early education and development》2013,24(3):213-225
The present research investigated the relationship between mothers' and fathers' perceptions of family functioning in a sample of parents having children with disabilities using the Family Support Scale, the Family Adaptability and Cohesion Evaluation Scale, and the Comprehensive Evaluation of Family Functioning. Analyses were conducted at the subscale and item level using a multivariate framework. Results support previous research indicating that mothers and fathers have different perceptions of family functioning, identify different stressors, and report different sources of support as helpful. Additionally, internal consistency reliability analyses for mothers and fathers suggests that some subscales should be interpreted with caution for fathers. Implications for early intervention services and assessment with this population are discussed. 相似文献
13.
The current article reviews the literature on school refusal behavior. Definitional inconsistencies, the effects of biased assessment processes, and the consequences of the lack of ethnic, racial, and economic diversity in school refusal research samples are highlighted. An increase in the use of low‐income, ethnic minority, community samples in school refusal research is proposed in order to create a more representative and useful literature. Concerns regarding artificial and impractical divisions between the commonly used labels of school refusal and truancy are also discussed. Suggestions are proposed for a new pragmatic framework of school refusal assessment for research and clinical work that utilizes and enhances Kearney's functional approach. The framework has the potential to incorporate the influences of multiple cultural contexts in order to aid professionals from different disciplines in both prevention and early intervention for school refusal in low‐income, ethnic minority populations. Additional suggestions for future direction in school refusal research are also discussed. © 2007 Wiley Periodicals, Inc. 相似文献
14.
胡炯梅 《新疆教育学院学报》2012,(1):23-29
文章运用社会语言学、文化人类学的调查方法对博州地区的语言使用情况进行了问卷调查、实地观察。在多学科理论的基础上,总结归纳出博州地区语言使用的七大特点,并分析了博州地区语言使用的成因。 相似文献
15.
In this paper, we review research on parental expectations and their effects on student achievement within and across diverse
racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that
students' previous academic performance is a less influential determinant of parental expectations among racial/ethnic minority
parents than among European American parents. To explain this pattern, we identify three processes associated with race/ethnicity
that moderate the relation between students' previous performance and parental expectations. Our review also indicates that
the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial/ethnic minority
families than for European American families. We describe four mediating processes by which high parental expectations may
influence children's academic trajectories and show how these processes are associated with racial/ethnic status. The article
concludes with a discussion of educational implications as well as suggestions for future research. 相似文献
16.
This study examined the effect of black family structure on the perceived social climate as measured by the Family Environment Scale. The 64 black families were selected to fill the four cells of a 2 × 2 factorial design of 1- versus 2-parent black families by grandmother residing in the home of the family versus living 10 or more miles away. The family climate was significantly different among the four family structures and between this sample and the normative sample of Moos and his associates. No significant differences were found among the family structures on their Family Incongruence scores. The subscale scores of this black sample were similar to the scores of other black and partly black samples. These results suggest that black families are not a homogeneous group, but rather different black family structures are associated with different family climates. Further research is needed to understand the impact family climate has on child-rearing practices and child outcomes within these diverse family structures. 相似文献
17.
《Early education and development》2013,24(2):161-167
The Family Adaptability and Cohesion Evaluation Scales—III has been frequently used to measure the family environment. Although some data exist attesting to the reliability and validity of FACES-III data, the underlying factor structure of the instrument has not been assessed using a confirmatory methodology. The present research used data from a sample of 922 families with children having disabilities to conduct a confirmatory factor analysis. Results suggest that the structure of the instrument proposed by the author did not provide an acceptable fit to the data. Post-hoc model fitting identified 3-Factor solutions for the Actual and Ideal Scales as superior based on fit statistics and replication. The Cohesion Scale as originally proposed by the authors of the instrument remained intact. The original Adaptability Scale was divided into two scales, Adaptability, which focused on change in leadership and rules within the family, and Discipline and Control which targeted the role of children in the family system. The present results are consistent with challenges to the adaptability scale, and supports other exploratory analyses of the instrument. 相似文献
18.
Susan L. Crowley 《Early education and development》1998,9(2):161-178
The Family Adaptability and Cohesion Evaluation Scales—III has been frequently used to measure the family environment. Although some data exist attesting to the reliability and validity of FACES-III data, the underlying factor structure of the instrument has not been assessed using a confirmatory methodology. The present research used data from a sample of 922 families with children having disabilities to conduct a confirmatory factor analysis. Results suggest that the structure of the instrument proposed by the author did not provide an acceptable fit to the data. Post-hoc model fitting identified 3-Factor solutions for the Actual and Ideal Scales as superior based on fit statistics and replication. The Cohesion Scale as originally proposed by the authors of the instrument remained intact. The original Adaptability Scale was divided into two scales, Adaptability, which focused on change in leadership and rules within the family, and Discipline and Control which targeted the role of children in the family system. The present results are consistent with challenges to the adaptability scale, and supports other exploratory analyses of the instrument. 相似文献
19.
Quintana SM Aboud FE Chao RK Contreras-Grau J Cross WE Hudley C Hughes D Liben LS Nelson-Le Gall S Vietze DL 《Child development》2006,77(5):1129-1141
The editors of this special issue reflect on the current status and future directions of research on race, ethnicity, and culture in child development. Research in the special issue disentangles race, ethnicity, culture, and immigrant status, and identifies mediators of sociocultural variables on developmental outcomes. The special issue includes important research on normal development in context for ethnic and racial minority children, addresses racial and ethnic identity development, and considers intergroup processes. The methodological innovations as well as challenges of current research are highlighted. It is recommended that future research adhere to principles of cultural validity described in the text. 相似文献
20.
在高校信息化建设的进程中,电子邮件作为一种不可缺少的信息沟通手段受到越来越多的研究者的关注,对垃圾邮件过滤技术的研究是其中重要的组成部分。研究垃圾邮件过滤技术,尤其是其中针对少数民族文字的过滤技术,有着重要的实际意义。本文通过结合少数民族文字来分析垃圾邮件的过滤技术,构建少数民族文字字符集规则,为民族院校信息化建设的发展提供一个可以参考借鉴的研究方向。 相似文献