Parenting, Race, and Socioeconomic Status: Links to School Readiness
Parenting, Race, and Socioeconomic Status: Links to School Readiness
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DOI：
10.1111/j.1741-3729.2012.00716.x
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发表时间：
2012-10-01
期刊：
影响因子：
2.2
通讯作者：
Pungello, Elizabeth
中科院分区：
文献类型：
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作者：
Dotterer, Aryn M.;Iruka, Iheoma U.;Pungello, Elizabeth
本研究探讨了社会经济地位（SES）和入学准备之间的联系，测试是否养育（母亲的敏感性和负面行为/侵入性）和经济压力介导这种关联，如果种族调节这些路径。参与者包括来自非洲裔美国人和欧洲裔美国人家庭的164对母子。研究结果支持温和的调解假设：母亲的敏感性介导的SES和入学准备的欧洲裔美国人之间的联系，母亲的负面/侵入性行为介导的SES和入学准备的欧洲裔美国人和非洲裔美国人之间的联系。这些结果表明，养育行为的意义和影响可能会因种族群体而异，从欧洲裔美国人家庭获得的研究结果不能假设也适用于少数民族家庭。这些发现的意义之一是，旨在提高入学准备和缩小成绩差距的计划需要注意儿童成长的文化背景。
This study examined the link between socioeconomic status (SES) and school readiness, testing whether parenting (maternal sensitivity and negative behavior/intrusiveness) and financial stress mediated this association and if race moderated these paths. Participants included 164 mother-child dyads from African American and European American families. Findings supported moderated mediation hypotheses: maternal sensitivity mediated the link between SES and school readiness for European Americans only; maternal negative/intrusive behaviors mediated the link between SES and school readiness for both European Americans and African Americans. These results indicate that the meaning and effects of parenting behaviors can vary by racial groups, and findings obtained for European American families cannot be assumed to apply to ethnic minority families as well. Among the implications of these findings is that programs aimed at increasing school readiness and closing the achievement gap need to be mindful of the cultural context in which children are raised.