CAREER: African American Mothers' School Involvement at the Kindergarten Transition

职业生涯：非裔美国母亲在幼儿园过渡期间的学校参与

• 批准号: 9987418
• 负责人: Stephanie Rowley
• 金额: $ 47.33万
• 依托单位: University of North Carolina at Chapel Hill
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-03-01 至 2000-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9987418&HistoricalAwards=false
• 关键词: CAREER; African; American; Mothers; Involvement

Award AbstractPI: RowleyCAREER: African American Mothers' School Involvement at the Kindergarten TransitionAs the number of people from ethnic minority backgrounds in the United States is rapidly increasing, it is important that researchers improve the research methods used to address development in minority children. Much of the current research on ethnic minority children is fraught with theoretical, methodological, and conceptual problems. Some issues that are prevalent in current studies are the equation of race and social class, the overuse of designs that compare people of color with Whites, and the negative focus on social class as an explanation for school failure. This project will address these issues through a research project, the teaching of a graduate course on research methods with minorities, and the training and mentoring of African-American undergraduate students with minimal access to research opportunities. For the research project, one hundred African-American children and their mothers will be followed from just before kindergarten begins through the end of their second grade year. The study will employ a multi-method, longitudinal strategy to examine the way that African-American mothers' memories of school experiences, current beliefs about school, sense of parenting efficacy, racial identity, perceptions of discrimination, and interactions with their children influence that child's social and academic adjustment to kindergarten and beyond by way of mothers' involvement in the child's schooling. It is assumed that mothers' memories of their experiences in school will frame the way they socialize their children for school, the activities they engage in, the discussions they share, and their modeling of school-related behaviors and attitudes. There will be considerable emphasis placed on the mothers' experiences as African Americans, including their perceptions of discrimination occurring currently and when they were in school. The study is aimed at further examining the strong relationship between social class and children's school adjustment and at further explicating the complex beginnings of home-school interactions. The teaching aspect of the project will be fully integrated with the research program and entails a mentoring component and a curriculum development component. For the mentoring component, six undergraduate students, two from the host institution and four from North Carolina Central University, a local Historically Black University (HBU), will be involved in each stage of the research process, much like graduate students. For the curriculum development component, the principal investigator will design and teach a graduate level course on research methods with populations of color.

奖项摘要PI：Rowley职业生涯：非裔美国母亲在幼儿园过渡中的学校参与随着美国少数民族背景的人数迅速增加，研究人员改进用于解决少数民族儿童发展问题的研究方法非常重要。 当前针对少数民族儿童的许多研究都充满了理论、方法和概念问题。 当前研究中普遍存在的一些问题包括种族和社会阶层的等式、过度使用将有色人种与白人进行比较的设计，以及以社会阶层作为学校失败解释的负面关注。该项目将通过一个研究项目、教授少数族裔研究方法的研究生课程以及培训和指导获得最少研究机会的非裔美国本科生来解决这些问题。在该研究项目中，一百名非裔美国儿童及其母亲将从幼儿园开始前一直跟踪到二年级结束。 该研究将采用多方法、纵向策略来研究非裔美国母亲对学校经历的记忆、当前对学校的信念、养育效能感、种族身份、歧视观念以及与孩子的互动如何通过母亲参与孩子的学校教育来影响孩子对幼儿园及以后的社会和学业适应。 人们认为，母亲对学校经历的记忆将影响她们在学校与孩子进行社交的方式、她们参与的活动、她们分享的讨论以及她们对学校相关行为和态度的塑造。 将会相当重视母亲作为非裔美国人的经历，包括她们对当前和在学校时发生的歧视的看法。 该研究旨在进一步探讨社会阶层与儿童学校适应之间的密切关系，并进一步解释家庭与学校互动的复杂开端。 该项目的教学方面将与研究计划完全整合，并需要指导部分和课程开发部分。 对于指导部分，六名本科生将像研究生一样参与研究过程的每个阶段，其中两名来自主办机构，四名来自北卡罗来纳中央大学（当地的历史黑人大学（HBU））。 对于课程开发部分，首席研究员将设计和教授有关有色人种研究方法的研究生课程。