DIVERGENCE OR CONVERGENCE OF HOME AND SCHOOL RACIAL-ETHNIC SOCIALIZATION: EFFECTS ON PRESCHOOL CHILDREN’S RACIAL ATTITUDES, SOCIOEMOTIONAL AND COGNITIVE DEVELOPMENT

随着美国人口的继续多样化，服务于美国最年轻公民的幼儿教育项目努力满足不同文化背景家庭的需求。目前的研究试图调查多个照顾者在家庭和学校环境中对学龄前儿童的种族-民族社会化。以文化生态模型为指导，这项研究考察了每个社会化环境中的四个组成部分：父母/教师、家庭/同龄人、物理环境以及社区/托儿项目的种族-民族构成。利用纽约州北部参加Head Start计划的大约200名3至5岁儿童及其家庭的拟议样本，将检验家庭和学校种族-民族社会化的匹配或不匹配对儿童的种族态度以及社会情绪和认知发展的影响。Head Start家庭人口的种族和族裔多样性将允许对不同群体之间的社会化类型进行定义，并将说明儿童保育需求按文化取向的不同。结构方程建模技术将允许通过多个信息者和措施来检验家庭社会化和学校社会化的潜在结构，并将确定这些多维结构与幼儿发展之间的影响路径。这项研究的发现可能会揭示种族社会化的重要性，种族社会化被视为一个保护因素，在儿童早期的学业和社会发展中，并为儿童早期实践提供信息。 示例： 在纽约州北部，至少有200个家庭和3至5岁儿童的教师参加Head Start计划和托儿伙伴关系 措施： 人口统计信息 ·家长人口统计调查 家庭种族-民族社会化 ·父母的种族-民族社会化行为 ·家庭社会化 ·非洲家庭环境清单 ·邻里种族构成 学校种族-民族社会化 ·教师人口统计信息 ·教师将完成父母种族-民族社会化行为测量的修订版 ·同伴--观察自由玩耍 ·幼儿环境评定表--修订版[ECERS-R] ·Head Start管理学院的种族构成 种族态度 ·群体间态度测量 社会情绪发展 ·儿童行为检查表[CBCL-1ç-5] 认知发展 ·考夫曼儿童评估单元[KABC-II]

As the US population continues to diversify, early childhood programs serving the nation's youngest citizens strive to meet the needs of culturally diverse families. The current study seeks to examine the racial-ethnic socialization of preschool-age children in home and school contexts by multiple caregivers. Using cultural-ecological models as a guide, the study looks at four components within each socialization setting: parents/teachers, family/peers, physical environments, and the racial-ethnic composition of neighborhoods/child care programs. Utilizing a proposed sample of approximately 200 three- to five-year-old children and their families that participate in Head Start programs in Upstate New York, the effects of match or mismatch of home and school racial-ethnic socialization on children's racial attitudes, and socioemotional and cognitive development will be examined. The racially and ethnically diverse population of Head Start families will allow for the definition of typologies of socialization between groups and will speak to the variation of child care needs by cultural orientation. Structural equation modeling techniques will allow for examination of the latent constructs of home socialization and school socialization via multiple informants and measures and will determine the pathways of influence between these multidimensional constructs and young children's development. The study's findings have the potential of laying bare the importance of ethnic socialization, regarded as a protective factor, in Head Start children's early academic and social development and for informing early childhood practices. Sample: A minimum of 200 families and teachers of three- to five-year-old who participate in Head Start programs and child care partnerships in Upstate New York Measures: Demographic information • Parent Demographic survey Home racial-ethnic socialization • Parental Racial-Ethnic Socialization Behaviors • Family Socialization • Africentric Home Environment Inventory • Neighborhood Racial Composition School racial-ethnic socialization • Teacher Demographic information • Teachers will complete a modified version of the Parental Racial-Ethnic Socialization Behaviors measure • Peers - observation of free play • Early Childhood Environment Rating Scale-Revised [ECERS-R] • Head Start Administrator School Racial Composition Racial Attitudes • Intergroup Attitude Measure Socioemotional Development • Child Behavior Checklist [CBCL-1 ½ -5] Cognitive Development • Kaufman Assessment Battery for Children [KABC-II]