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Young Mothers' Early Ethnic-Racial S...

Contreras, Mariah Margaret.

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Young Mothers' Early Ethnic-Racial Socialization and Children's School Readiness.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Young Mothers' Early Ethnic-Racial Socialization and Children's School Readiness./
作者:	Contreras, Mariah Margaret.
面頁冊數:	183 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: B.
Contained By:	Dissertation Abstracts International76-10B(E).
標題:	Developmental psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704563
ISBN:	9781321770209

Young Mothers' Early Ethnic-Racial Socialization and Children's School Readiness.
Contreras, Mariah Margaret.

Young Mothers' Early Ethnic-Racial Socialization and Children's School Readiness. - 183 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: B.

Thesis (Ph.D.)--Tufts University, 2015.

Conceptual frameworks concerned with the development of ethnic-minority children illustrate how families form an adaptive culture in which parents socialize their children to healthfully respond to daily experiences as a minority in a socially stratified society. A central feature of this socialization is ethnic-racial socialization, which comprises the behaviors and strategies parents employ to provide children messages regarding culture, ethnicity, race, and social stratification. Over the past three decades, the specific links between these strategies and child academic and social adjustment have received much attention in empirical studies of adolescents, while only a small number of studies have been conducted on processes with young children. Those few that have been conducted reveal that certain dimensions of ethnic-racial socialization serve as important protective factors for young children's socio-emotional and cognitive health.

ISBN: 9781321770209Subjects--Topical Terms:

516948
Developmental psychology.

Young Mothers' Early Ethnic-Racial Socialization and Children's School Readiness.
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245 1 0 $a Young Mothers' Early Ethnic-Racial Socialization and Children's School Readiness.
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500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: B.
500 $a Adviser: Jayanthi Mistry.
502 $a Thesis (Ph.D.)--Tufts University, 2015.
520 $a Conceptual frameworks concerned with the development of ethnic-minority children illustrate how families form an adaptive culture in which parents socialize their children to healthfully respond to daily experiences as a minority in a socially stratified society. A central feature of this socialization is ethnic-racial socialization, which comprises the behaviors and strategies parents employ to provide children messages regarding culture, ethnicity, race, and social stratification. Over the past three decades, the specific links between these strategies and child academic and social adjustment have received much attention in empirical studies of adolescents, while only a small number of studies have been conducted on processes with young children. Those few that have been conducted reveal that certain dimensions of ethnic-racial socialization serve as important protective factors for young children's socio-emotional and cognitive health.
520 $a Thus the present study sought to expand upon prior research by examining in a diverse sample of young mothers (N = 468), the extent to which mothers' early ethnic-racial socialization behaviors may be adaptive in promoting the school readiness competencies of their young children. Using data from the Massachusetts Healthy Families Evaluation Early Childhood study, I conducted two studies to address issues of measuring this phenomenon in a novel sample of young mothers and examine predictive associations among early ethnic-racial socialization, socio-cultural features of families, and children's school readiness.
520 $a Findings validated two prominent dimensions of ethnic-racial socialization---cultural socialization and preparation for bias---as relevant features of young mothers' parenting. Findings also suggest that ethnic-racial socialization is intricately tied to family ecology in early childhood; for example, whereas both ethnic minority and European-American young mothers engaged in these behaviors in similar ways, findings also indicated that a marginalized social experience was positively associated with both behavioral dimensions. Furthermore, messages intended to instill pride in one's heritage culture were optimally associated with children's competencies, whereas messages that prepare children for bias appeared to be maladaptive; suggesting that in early childhood preparation for bias messages may be developmentally inappropriate while cultural socialization messages may bolster the self-system. Contributions alongside study limitations are discussed in terms of conceptual, empirical, and program relevance.
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