Ethnic-racial socialization in early childhood: effects of parent–teacher congruency on children’s social and emotional development

Kimberly Davidson, Jaipaul L. Roopnarine

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)2008-2022
Number of pages15
JournalEarly Child Development and Care
Volume192
Issue number12
DOIs
StatePublished - 2022

Keywords

  • Ethnic-racial socialization
  • cultural continuity
  • social-emotional development

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Pediatrics

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