/pdf/deaf-cultural-socialization-exploring-the-role-of-parents-in-1ewtv9o6en.pdf

Deaf Cultural Socialization: Exploring the Role of Parents in Deaf Cultural Identity Development

As the population in the United States continues to become more diverse, early childhood programs serving our nation’s youngest citizens strive to meet the needs of families from different cultural backgrounds. Despite the established importance of ethnic-racial socialization in the early social and cognitive development of young children, parents and teachers seldom discuss issues related to race and ethnicity with preschool children. Using propositions within the bioecological and developmental niche models, critical race theory, and frameworks that focus on the socialization of children from diverse ethnic-racial backgrounds, the current study examined differences between parents’ and teachers’ use of ethnic-racial socialization and links between match or mismatch and children’s self-regulation. The sample consisted of 63 three- to five-year-old children from diverse ethnic-racial backgrounds, their primary caregivers, and their Head Start teachers, all residing in a mid-sized city in Upstate New York. Results indicate that parents use ethnic-racialization more than teachers, both home and early childhood environments had similar numbers of cultural items, and parents and teachers used egalitarian messages the most compared to other modes of socialization. Bayesian analyses revealed significant ethnic-racial group differences in the utilization of preparation for bias and cultural socialization messages. African American parents used preparation for bias and cultural socialization at higher rates than parents of European American children and those in the combined ethnic group. Match in caregivers’ and teachers’ use of egalitarian messages was associated with higher self-regulation. A greater difference between ethnic-racial socialization in home and school physical environments was also surprisingly linked to higher self-regulation scores. Findings highlight the importance of ethnic-racial socialization in Head Start children’s early social development and may be useful in informing early childhood practices relating to cultural continuity.

Divergence or convergence of home and school ethnic-racial socialization: Effects on preschool children's self-regulation

The purposes of this study were to perform a psychometric analysis of the Parental Educational Styles Questionnaire and to evaluate its predictive validity on externalizing and internalizing problems in Colombian children. Participants were 680 parents (M= 37.34; SD= 9.2) of children aged between 8 and 12 years enrolled in public schools in Bogota, Colombia. The parental educational styles questionnaire and the child behavior checklist -parents format- were applied to the participants. The resulting model presents the best indicators of favorable fit according to confirmatory factorial analyses. These values show an internal consistence of the instrument. The results indicate that dysfunctional reaction to disobedience, communication difficulties and conflicts predicted internalizing and externalizing problems.

/pdf/advances-on-parental-educational-styles-predictors-of-21oj4xue6g.pdf

Advances on Parental Educational Styles Predictors of Internalizing and Externalizing Behaviors in Children

This article utilizes moderated mediation analyses to explore whether the relations between parental ethnic-racial socialization (PERS) dimensions and social attitudes differ across ethnic-racial minority (n = 128) and White (n = 131) college-going emerging adults. We examined social dominance orientation (SDO) as an index of antiegalitarian intergroup attitudes and attitudes toward interpersonal harmony as an index of interpersonal attitudes. We tested whether there were ethnic-racial variations in mediation models in which each type of PERS dimension was expected to be linked to greater antiegalitarian attitudes (greater SDO), which, in turn, was predicted to be associated with less prosocial attitudes (lower harmony enhancement). Results indicated that more frequent cultural socialization and preparation for bias were linked to greater SDO for the White sample, but not for the ethnic-minority sample. Moderation results were nonsignificant for promotion of mistrust, with results indicating a positive link to SDO, regardless of racial-ethnic status. Moderated mediation analyses further revealed indirect effects of cultural socialization and preparation for bias on interpersonal attitudes through SDO for the White sample, but not for the ethnic-minority sample. Specifically, greater cultural socialization and preparation for bias each were linked to greater SDO, which, in turn, was associated with less positive perceptions of the value of maintaining interpersonal harmony for White respondents. Practical applications, including social justice implications, of the results and possibilities for future research are discussed. (PsycINFO Database Record

Parental ethnic-racial socialization and social attitudes among ethnic-racial minority and White American emerging adults.

This study examines the experiences of five South Asian women who aspire for careers in Science, Technology, Engineering, and Mathematics (STEM) at the University of Western Ontario. It also analyzes the ways in which cultural and societal experiences shape their pursuit of a STEM degree. The research questions being investigated through this study are: (1) How has a South Asian woman’s experiences in the home influenced their own perception of education? (2) What types of experiences have South Asian women had in different levels of schooling? (3) How does cultural identity inform the experiences of South Asian women in their education and social lives? Data was collected through semi-structured interviews. The findings are presented through qualitative narrative storytelling The findings discussed the extent to which the participants’ identities were constructed through home and school life, as well as ideas of educational significance in their cultures.

An Examination on the Role of Culture and Socialization on South Asian Women’s Pursuit of STEM Education

Measuring Parent Cultural Socialization Practices: Extending the Research to Diverse Racial-Ethnic Groups in Canada

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Measuring Parent Cultural Socialization Practices: Extending the Research to Diverse Racial-Ethnic Groups in Canada