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

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)
JournalEarly Child Development and Care
DOIs
StateAccepted/In press - 2021

Keywords

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

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Pediatrics

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