Parenting and Cultural Socialization as Predictors of African American Children’s Science and Social Studies Achievement
Parenting and Cultural Socialization as Predictors of African American Children’s Science and Social Studies Achievement
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养育和文化社会化是非裔美国儿童科学和社会研究成就的预测因素
DOI：
10.1007/s12111-013-9257-2
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发表时间：
2014
影响因子：
0.5
通讯作者：
Claire E Baker
中科院分区：
文献类型：
--
作者：
Claire E Baker
本研究探讨了早期养育和非洲裔美国儿童的科学和社会研究在幼儿园（n = 2，461）的成就之间的预测关系。早期养育被定义为父母参与家庭学习刺激（例如，共享书籍阅读）和文化社会化（例如，文化遗产）。包括早期养育和人口统计学特征在内的分层回归分析解释了近四分之一（即，23%）的方差在非裔美国儿童的科学和社会研究的成就在幼儿园。母亲的年龄，教育和家庭收入积极预测的成就，而单亲家庭的地位和更多的兄弟姐妹在家里消极预测的成就。值得注意的是，即使在这些人口控制进入回归方程后，养育和文化社会化也预测了成就。非裔美国人的父母从事更频繁的家庭学习刺激和文化社会化的孩子更先进的科学和社会研究分数在幼儿园。
This study examined predictive relations between early parenting and African American children’s science and social studies achievement in kindergarten (n = 2,461). Early parenting was defined as parents’ participation in home learning stimulation (e.g., shared book reading) and cultural socialization (e.g., discussing cultural heritage). Hierarchical regression analyses including early parenting and demographic characteristics explained nearly a quarter (i.e., 23 %) of the variance in African American children’s science and social studies achievement in kindergarten. Mother age, education, and family income positively predicted achievement while single-parent status and more siblings in the home negatively predicted achievement. Notably, even after these demographic controls were entered into the regression equations, parenting and cultural socialization also predicted achievement. African American parents who engaged in more frequent home learning stimulation and cultural socialization had children with more advanced science and social studies scores in kindergarten.
影响因子：
4.6
作者：
Duncan, GJ;Brooks-Gunn, J
通讯作者：
Brooks-Gunn, J