Ethnic-Racial Socialization in Early Childhood: Effects of Parent-Teacher Congruency on Children's Social and Emotional Development

Autor/inn/en	Davidson, Kimberly; Roopnarine, Jaipaul?L.
Titel	Ethnic-Racial Socialization in Early Childhood: Effects of Parent-Teacher Congruency on Children's Social and Emotional Development
Quelle	In: Early Child Development and Care, 192 (2022) 12, S.2008-2022 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davidson, Kimberly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1967948
Schlagwörter	Social Emotional Learning; Early Childhood Education; Critical Race Theory; Ethnic Groups; Socialization; Parent Teacher Cooperation; Racism; Social Bias; Predictor Variables; Preschool Education; Federal Programs; Low Income Groups; Preschool Children; Gender Differences; Parent Attitudes; Teacher Attitudes; Social Attitudes; Racial Attitudes; Measures (Individuals) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ethnie; Socialisation; Sozialisation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Rassismus; Prädiktor; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Geschlechterkonflikt; Elternverhalten; Lehrerverhalten; Social attidude; Soziale Einstellung; Rassenfrage; Messdaten
Abstract	Using propositions within critical race theory, this study examined differences between parent and teacher engagement in ethnic-racial socialization and links between parent--teacher congruence in ethnic-racial socialization and children's social and emotional development across racial and ethnic groups. The participants were 59 parents or guardians and their preschool-aged children from diverse ethnic-racial backgrounds and 12 Head Start teachers. Parents used ethnic-racial socialization more than teachers; parents and teachers used egalitarian messages most frequently. Bayesian analyses revealed significant ethnic-racial group differences in parents' use of egalitarian, preparation for bias, and cultural socialization messages. Gender and race had significant impacts on teacher-reported protective factors. Mismatch in parent-teacher levels of egalitarian and cultural socialization were evident predictors of lower social-emotional functioning in children. Findings highlight the importance of ethnic-racial socialization in Head Start children's early social development and may be useful in informing early childhood practices relating to cultural continuity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01