| Autor: |
Anderson, AT, Jackson, A, Jones, L, Kennedy, DP, Wells, K, Chung, PJ |
| Jazyk: |
angličtina |
| Rok vydání: |
2014 |
| Zdroj: |
Anderson, AT; Anderson, AT; Jackson, A; Jones, L; Jones, L; Kennedy, DP; et al.(2014). Minority Parents' Perspectives on Racial Socialization and School Readiness in the EarlyChildhood Period. Academic Pediatrics. doi: 10.1016/j.acap.2014.11.002. UC Riverside: Retrieved from: http://www.escholarship.org/uc/item/8cc9636n |
| Popis: |
© 2014 Academic Pediatric Association. Objective: To describe how minority parents help their young children navigate issues of race and racism and discuss implications this racial socialization may have for school readiness. Methods: Sixteen focus groups were conducted among 114 African American, English language-primary Latino, Spanish language-primary Latino, and Korean language-primary Korean parents of children ages 0 to 4 years old. Transcripts were coded for major themes and subsequently compared across the 4 language-ethnicity groups. Parents also shared demographic and parenting data by survey, from which group-specific proportions provide context for identified themes. Results: In this sample, nearly half of surveyed parents had already talked to their young child about unfair treatment due to race. The proportion of such conversations ranged from one-fifth of Korean parents to two-thirds of Spanish language-primary parents. In focus groups, Korean parents reported fewer experiences with racism than African American and Latino parents. Within each language-ethnicity group, fewer fathers than mothers reported addressing race issues with their young children. All focus groups endorsed messages of cultural pride, preparation for bias, and a strong focus on the individual. The majority of parents viewed racial socialization as an important part of school readiness. Conclusions: Racial socialization was believed to be salient for school readiness, primarily practiced by mothers, and focused at the individual level. The smaller role of fathers and systems-based approaches represent opportunities for intervention. These results may inform the development of culturally tailored parenting interventions designed to decrease the race-based achievement gap and associated health disparities. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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