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

随着美国人口的不断多样化，服务于美国最年轻公民的幼儿教育计划努力满足文化多样性家庭的需求。本研究旨在探讨种族-民族社会化的学龄前儿童在家庭和学校的背景下，由多个照顾者。以文化生态模型为指导，研究着眼于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/儿童保育计划的种族-民族组成。利用一个拟议的样本约200个三至五岁的儿童和他们的家庭，参加在纽约州北部的开端计划，匹配或不匹配的家庭和学校的种族-民族社会化对儿童的种族态度，社会情感和认知发展的影响将被检查。“开端计划”家庭的种族和民族多样性将允许界定群体之间的社会化类型，并将说明文化取向对儿童保育需求的差异。结构方程建模技术将允许通过多个信息提供者和措施来检查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途径。这项研究的结果有可能揭示种族社会化的重要性，认为这是一个保护因素，在先声夺人儿童的早期学术和社会发展，并为幼儿实践提供信息。 样品名称： 在纽约北部，至少有200个三至五岁的家庭和教师参加“先声夺人”项目和儿童保育合作伙伴关系。 措施： 人口统计信息 ·父母人口统计调查 Home种族社会化 ·父母的种族-民族社会化行为 ·家庭社会化 ·以非洲为中心的家庭环境清单 ·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-民族社会化行为措施的修改版本 ·同伴-自由玩耍的观察 ·幼儿环境评级量表-修订版[ECERS-R] ·开端管理员学校种族组成 种族态度 ·群体间态度测量 社会情感发展 ·儿童行为检查表[CBCL-1 ½ -5] 认知发展 ·儿童考夫曼成套评估[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]