Tulane University, 200 Broadway, Suite 213, New Orleans, LA 70118, USA. barbarin @tulane.edu
Am J Orthopsychiatry. 2013 Apr-Jul;83(2 Pt 3):207-17. doi: 10.1111/ajop.12025.
This research tests the relations of parental practices to child competence and assertions that practices differ by gender of the child. Home-based interviews and structured observations of parent-child interactions were conducted with an ethnically and socioeconomically diverse sample of families (N = 501) whose 4-year-old children were served in public prekindergarten. Study data confirmed the importance of parental practices for children's academic and social competence but did not support claims that use of any of the practices was related to the child's gender. Significant differences were found for economic status on dialogic practices and for ethnicity on control and ethnic socialization. Poor parents employed dialogic practices less than nonpoor parents' and African American parents employed dialogic practices less often and control and ethnic socialization more often than European Americans. Dialogic practices were related to competence, but parental control and ethnic socialization were not.
本研究检验了父母教养方式与儿童能力的关系，并提出了教养方式因儿童性别而异的观点。研究人员对来自不同种族和社会经济背景的家庭（N=501）进行了家庭访谈和亲子互动的结构化观察，这些家庭的 4 岁儿童在公立学前教育机构接受服务。研究数据证实了父母教养方式对儿童学业和社交能力的重要性，但并未支持任何一种教养方式与儿童性别有关的说法。在对话实践方面，经济地位存在显著差异，在控制和民族社会化方面，种族也存在显著差异。贫困父母使用对话实践的频率低于非贫困父母，而非洲裔美国父母使用对话实践的频率较低，控制和民族社会化的频率较高。对话实践与能力有关，但父母控制和民族社会化则没有。
