TY - JOUR
T1 - Ethnic-racial socialization in early childhood
T2 - effects of parent–teacher congruency on children’s social and emotional development
AU - Davidson, Kimberly
AU - Roopnarine, Jaipaul L.
N1 - Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
KW - Ethnic-racial socialization
KW - cultural continuity
KW - social-emotional development
UR - http://www.scopus.com/inward/record.url?scp=85113748480&partnerID=8YFLogxK
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U2 - 10.1080/03004430.2021.1967948
DO - 10.1080/03004430.2021.1967948
M3 - Article
AN - SCOPUS:85113748480
SN - 0300-4430
VL - 192
SP - 2008
EP - 2022
JO - Early Child Development and Care
JF - Early Child Development and Care
IS - 12
ER -