Anderson Ashaunta T, Jackson Aurora, Jones Loretta, Kennedy David P, Wells Kenneth, Chung Paul J
Division of Clinical Sciences, University of California, Riverside School of Medicine, Riverside, Calif; RAND Corporation, Santa Monica, Calif.
Department of Social Welfare, University of California, Los Angeles (UCLA), Los Angeles, Calif.
Acad Pediatr. 2015 Jul-Aug;15(4):405-11. doi: 10.1016/j.acap.2014.11.002. Epub 2014 Dec 19.
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.
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.
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.
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.
描述少数族裔父母如何帮助幼儿应对种族和种族主义问题，并讨论这种种族社会化对入学准备可能产生的影响。
对114名非裔美国、以英语为主要语言的拉丁裔、以西班牙语为主要语言的拉丁裔以及以韩语为主要语言的韩裔0至4岁儿童的父母进行了16次焦点小组访谈。对访谈记录进行编码以确定主要主题，随后在这4个语言族裔群体中进行比较。父母们还通过调查分享了人口统计学和育儿数据，特定群体的比例为确定的主题提供了背景信息。
在这个样本中，近一半接受调查的父母已经和他们的幼儿谈论过因种族而受到的不公平待遇。此类谈话的比例从韩裔父母的五分之一到以西班牙语为主要语言的父母的三分之二不等。在焦点小组中，韩裔父母报告的种族主义经历比非裔美国和拉丁裔父母少。在每个语言族裔群体中，报告与幼儿谈论种族问题的父亲比母亲少。所有焦点小组都认可文化自豪感、应对偏见的准备以及对个人的高度关注等信息。大多数父母认为种族社会化是入学准备的重要组成部分。
种族社会化被认为对入学准备很重要，主要由母亲进行，且侧重于个人层面。父亲参与较少以及基于系统的方法是干预的机会所在。这些结果可能为制定针对不同文化的育儿干预措施提供参考，以缩小基于种族的成就差距和相关的健康差距。
