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1.
The association between parent racial socialization and child competence was examined in a socioeconomically diverse sample of African American preschoolers living in an urban setting. Interviews were conducted in the homes of 200 families. Racial socialization was assessed by parent report as well as by observation of the sociocultural context of the home, and child outcomes were assessed using the Kaufman Assessment Battery for Children and the Child Behavior Checklist. Results indicated that African American parents who provided homes that were rich in African American culture had preschool children who had greater amounts of factual knowledge and better developed problem-solving skills. African American parents who socialized their preschool children to be proud of their heritage reported fewer problem behaviors.  相似文献   

2.
This study used longitudinal cross-lagged modeling to examine reciprocal relations between maternal depression and child behavior problems. Data were drawn from 3,119 children (40% Hispanic, 30% African American, 20% White, and 10% other) from the Family and Child Experiences Survey of 2009 (a nationally representative sample of children served by Head Start). Results documented reciprocal relations between maternal depression and child behavior problems across early childhood (i.e., child age 3–5). Furthermore, the effect of child behavior problems on maternal depression was moderated by child race/ethnicity during children’s first year in Head Start, such that the negative effect of child behavior problems on African American mothers’ depression was more pronounced compared to Hispanics and other racial/ethnic groups.  相似文献   

3.
The authors in this article argue that the Francisco Maestas et al vs. George H. Shone et al (1914) case is one of the earliest Mexican American challenges to school segregation in the United States. Unidentified for over a century, the lawsuit took place in southern Colorado, a region of the nation where Mexican Americans have deep historical roots. This case was unique because the racial background and linguistic needs of Mexican American children were contested. First, plaintiffs (Mexican Americans) argued their children were racially distinct as Mexicans and used the Colorado Constitution to challenge segregation because the state prohibited public schools from classifying and distinguishing children based on color and race. Defendants (school board members and the superintendent) countered that Mexican American children were Caucasian and claimed they were no different from other White children in the school district. Second, school district officials maintained that non-English speaking Mexican American children were placed in a separate school in order to serve their linguistic needs. The district court judge discovered that school officials had created a policy that sent all Mexican American children to the separate school. To the extent that many Mexican American children were English speaking, the district court judge ruled in favor of Francisco Maestas on the grounds that school officials could not prevent English-speaking Mexican American children from attending schools of their choice in general and schools that were closer to their homes in particular.  相似文献   

4.
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   

5.
Previous research found racial identity predictive of psychological distress among African American students at predominantly White colleges. This study examined these relationships among 154 African American undergraduates attending a historically Black university. Racial identity was independent of psychological distress, suggesting that African American students' racial identity predicts psychological distress only in settings in which they are the minority.  相似文献   

6.
To examine European American parents’ racial socialization, mothers (n = 84) were videotaped while reading 2 race‐themed books to their 4‐ to 5‐year‐old children and completed surveys concerning their racial attitudes and behaviors. Children completed measures of their racial attitudes and both groups (mothers and preschoolers) predicted the others’ racial attitudes. Results indicated that nearly all mothers adopted “colormute” and “colorblind” approaches to socialization. Furthermore, neither children nor mothers accurately predicted the others’ views. Children’s racial attitudes were unrelated to their mothers’ attitudes but were predicted by their mothers’ cross‐race friendships; those children whose mothers had a higher percentage of non‐European American friends showed lower levels of racial biases than those children whose mothers had a lower percentage of non‐European American friends.  相似文献   

7.
Simultaneous group confirmatory factor analyses of the Psychopathy Checklist‐Revised (PCL‐R; Hare, 1991) were conducted with an alcoholic inpatient sample (N= 740). Invariance of the item‐factor relations for the 2 highly correlated factors of Personality and Behavioral Features were supported across 3 racial/ethnic groups (African American, Puerto Rican, and White) and across gender groups. Moment structure analysis indicated no significant differences in the latent means across men and women. Alternative covariance structure models were specified within a multitrait‐multimethod framework to evaluate convergent and discriminant validity across different methods of measuring antisociality. A correlated trait‐correlated method model was supported. A factor intercorrelation of .68 was indicated for Personality and Behavioral Features, and a significant correlation (.40) among method factors emerged for the PCL‐R scores across different raters (interviewers and therapists). General support was provided for the use of the PCL‐R with alcoholic inpatients, though there was a substantial intercorrelation for the factors of Personality and Behavioral Features.  相似文献   

8.
This article addresses the impact of race and ethnicity on students' science learning in US schools. Specifically, it discusses (a) the constructs of race, ethnicity, and culture, and the racial and ethnic student composition in US public schools; (b) effective classroom practices for curriculum, instruction, and assessment related to race and ethnicity; and (c) future policy and practice regarding race and ethnicity in science education. We discuss the science learning and teaching of African American, Latino, and Asian American students. Even though Asian American students are viewed as the model minority, some struggle with science learning, because their languages and cultures are seen as hurdles. As there is little defendable science education research related to Native Americans at the precollege level, we remain silent in this area.  相似文献   

9.
Objective. This study explores middle-class Anglo and Puerto Rican mothers' beliefs and self-reported practices related to infant feeding, sleeping, and toilet training. Design. Open-ended interviews were conducted with 60 mothers (Anglo = 32, Puerto Rican = 28) in their homes when their infants were 8 months of age. Results. Compared to Puerto Rican mothers, Anglo mothers had earlier age expectations regarding feeding-related milestones, were more likely to use the strategy of providing opportunities for learning, more likely to refer to emotional components of the learning process, such as pride or self-esteem, and less likely to use parental control or guidance. Puerto Rican mothers emphasized instrumental independence, or the ability to perform tasks without help, whereas Anglo mothers focused on emotional autonomy, or concern about the child's inner self. Conclusions. Puerto Rican mothers' emphasis on encouraging instrumental independence suggests a more nuanced perspective regarding such broad rubrics as "individualism" and "sociocentrism." In particular, Puerto Rican mothers tended to view instrumental independence as necessary for meeting societal expectations. Thus, independence need not solely be associated with the values of mothers from individualistic cultures. However, Puerto Rican mothers' focus on instrumental independence is distinct from Anglo mothers' emphasis on emotional autonomy and appears to serve larger sociocentric goals.  相似文献   

10.
Knowledge about racism is a critical component of educational curricula and contemporary race relations. To examine children's responses to learning about racism, European American (Study 1; N= 48) and African American (Study 2; N= 69) elementary-aged children (ages 6-11) received history lessons that included information about racism experienced by African Americans (racism condition), or otherwise identical lessons that omitted this information (control condition). Children's racial attitudes and cognitive and affective responses to the lessons were assessed. Among European American children, racism condition participants showed less biased attitudes toward African Americans than control condition participants. Among African American children, attitudes did not vary by condition. Children in the two conditions showed several different cognitive and affective responses to the lessons.  相似文献   

11.
This article identifies similarities and differences between Head Start parents of European American and Puerto Rican backgrounds regarding their socialization goals and expectations concerning the early educational experiences of their pre‐school children. Semi‐structured interviews were conducted with 60 parents (30 European American and 30 Puerto Rican) in their homes. The results show that both groups of parents valued pro‐social skills, school readiness skills, and skills related to good behaviour. Both sets of parents considered creative and physical skills to be least important. However, differences between groups were found regarding the relative importance of skills in the different developmental domains. The findings suggest that to maximize the effects of early childhood programmes and interventions it is important that educators and policy makers recognize and respond to differences in parents’ goals and expectations.  相似文献   

12.
The transition to kindergarten is a critical milestone in children’s lives, with implications for academic and future life success. The demographic family/parental variables of residence, social class, and race have been associated with children’s adjustment to kindergarten. In particular, children growing up in families from urban, low-income African American backgrounds are at heighted risk for negative academic, cognitive, and socio-emotional outcomes as they transition to kindergarten. Relatively little inductive research exists on the kindergarten transition of this population and how families from urban, low-income African backgrounds positively support their children’s kindergarten adjustment. However, researchers using qualitative methods are increasingly examining the first-hand experiences of families from urban, low-income African American backgrounds to better understand family beliefs and practices that promote children’s successful kindergarten transition. Contributing to this gap in the literature, we utilized qualitative interviews informed by resilience theory to explore how 20 mothers from urban, low-income African American backgrounds facilitated their Head Start preschoolers’ transition to kindergarten. We found that, despite possessing parental/family risk factors associated with ineffective kindergarten transitions, mothers monitored and assessed their children’s academic and socio-emotional school readiness abilities, promoting readiness competencies while addressing readiness weaknesses. One of the ways that mothers supported children’s transition readiness was through one-on-one conversations with preschoolers. Our findings provide recommendations for effective home–school collaborations that support children’s successful kindergarten transition. Collaborating with engaged and motivated parents, Head Start can assist families and children prior to kindergarten and continue to serve as a link between families and children and elementary schools.  相似文献   

13.
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   

14.
This study investigates how much the racial composition of communities influences the private school enrollment rates of members of different racial groups. Some scholars argue that private school enrollment contributes to racial segregation in public schools because White families attempt to enhance the social status of their children by leaving public schools serving communities with higher percentages of children who are Black. A second group of scholars argue that private school enrollment is primarily based on nonracial factors. A third, related perspective argues that race is of diminishing importance in driving behaviors such as school choice. This study explores these perspectives using 1990 and 2000 Public Use Micro Data Samples to estimate private school enrollment rates by student race and community racial composition. Findings indicate that private school enrollment rates among Asian, Black, and Hispanic students do not fluctuate much with community racial composition. By contrast, private school enrollment rates among White families are strongly and positively correlated with the percentage of children in their communities who are Black—even after holding constant a series of individual and community-level factors that may account for this trend. Moreover, the association between race and choice has changed little between 1990 and 2000.  相似文献   

15.
The controversial glory of the Brown decisions and the retraction of court-ordered reforms represent the limited gains of racial justice in education and the protection of white privilege through law and policy. The return to segregation, as propagated through the rise of racially and economically segregated charter schools, exhibits the circuitous nature of law and education policy, represents a return to unequal schooling, and reveals the enduring and meaningful connections between race, law, and education. Using the lens of critical race theory, this paper focuses on law as an instrument of racial justice and oppression in education during the era of school desegregation and the inevitable return to separate and unequal schools for African American students through new education policies that promote the proliferation of charter schools in large urban school districts.  相似文献   

16.
While corporal punishment is widely understood to have undesirable associations with children's behavior problems, there remains controversy as to whether such effects are consistent across different racial or ethnic groups. We employed a Bayesian regression analysis, which allows for the estimation of both similarities and differences across groups, to study whether there are differences in the relationship of corporal punishment and children’s behavior problems using a diverse, urban sample of U.S. families (n = 2653). There is some moderation of the relationship between corporal punishment and child behavior by race or ethnicity. However, corporal punishment is associated with increases in behavior problems for all children. Thus, our findings add evidence from a new analytical lens that corporal punishment is consistently linked to increased externalizing behavior across African American, White, or Hispanic children, even after earlier externalizing behavior is controlled for. Our findings suggest that corporal punishment has detrimental consequences for all children and that all parents, regardless of their racial or ethnic background, should be advised to use alternatives to corporal punishment.  相似文献   

17.
We analyze longitudinal data from students who spent their academic careers in North Carolina (NC) public secondary schools and attended NC public universities to investigate the importance of high school racial composition and opportunities to learn in secondary school for choosing a science, technology, engineering, and mathematics (STEM) major. We consider school racial composition and opportunities to learn as contexts that shape students' decisions regarding college majors. Results of cross‐classified hierarchical logistic models indicate that attending schools with predominantly White students is negatively associated with declaring a STEM major and with graduating with a STEM major irrespective of students' own race. The finding suggests that for students in North Carolina, attending racially isolated White high schools is related to a decrease in adolescents' participation in STEM during college.  相似文献   

18.
Childhood sexual abuse (CSA) is highly prevalent and associated with a wide variety of negative mental and physical health outcomes. School-based CSA education and prevention programs have shown promise, but it is unclear to what extent community-level characteristics are related to their effectiveness. The present cluster randomized controlled trial evaluated community-level moderators of the Safe@Lastprogramcomparedtoawaitlistcontrolcondition.(*) Knowledge gains from pre- to post-intervention were assessed in 5 domains: safe versus unsafe people; safe choices; problem-solving; clear disclosure; and assertiveness. Participants were 1177 students (46% White, 26% African American, 15% Hispanic, 4% Asian American, 6% Other) in grades 1 through 6 from 14 public schools in Tennessee. Multilevel models accounting for the nesting of children within schools revealed large effect sizes for the intervention versus control across all knowledge domains (d’s ranged from 1.56 to 2.13). The effectiveness of the program was moderated by mean per capita income and rates of substantiated cases of child abuse and neglect in the community. Intervention effects were stronger for youth living in lower as compared to higher income counties, and for youth attending schools in counties with lower as compared to higher abuse/neglect rates. Child characteristics (sex, race) did not moderate intervention effects. This research identified two community-level factors that predicted the effectiveness of a CSA education and prevention program designed to improve children’s knowledge of personal safety skills. School-based CSA prevention programs may require modification for communities with higher rates of child abuse and neglect.  相似文献   

19.
The present study investigated the predictive influence of students' reactive emotional coping and racial socialization experiences on teachers' perceptions of classroom behavior adjustment problems. Participants were 148 African American male youth attending a secondary school in a large northeastern city. Behavioral outcomes included teacher ratings of student behavioral overactivity in different classroom situations. Results using hierarchical regression analyses show that measures of social rejection sensitivity, anger expression, and racial socialization predict teacher‐observed behavioral overactivity, with overt anger expression being the most powerful predictor. Findings suggest that racial socialization and particular styles of emotional coping are important determinants for teachers' impressions of classroom behavior for some African American adolescent males. Implications for future research and interventions with African American male youth in urban secondary schools are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

20.
Children in the United States grow up in a context wherein colorblindness and racism coexist. This article examined how colorblindness functions as a societal “master narrative” that shapes how children construct their own racial identities. Data were collected via semi-structured interviews with 217 Black, White, and Multiracial children (Mage = 9.92) in public schools in the Pacific Northwest during 2013–2014 academic year. Our analysis identified four race narratives, which varied systematically by child age and race. Associations were also found between narrative types and children’s ratings of racial identity importance. Although colorblindness infuses many of the racial narratives, there was evidence that children also question and disrupt this master narrative with stories of resistance that counter colorblind norms.  相似文献   

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