Caughy Margaret O'Brien, Nettles Saundra Murray, Lima Julie
University of Texas School of Public Health, Dallas Regional Campus, 6011 Harry Hines Blvd, 8th Floor Room 112, Dallas, TX 75390, USA.
College of Education, University of Illinois at Chicago, Chicago, IL, USA.
J Child Fam Stud. 2011 Aug;20(4):491-502. doi: 10.1007/s10826-010-9416-1. Epub 2010 Sep 22.
Self report and observational data on racial socialization practices in a sample of 218 African American parents of young children were used to determine whether or not parents could be characterized in terms of their pattern of racial socialization practices. Parents fell into four groups: silence about race, emphasis on cultural socialization, emphasis on cultural socialization and coping strategies, or a balanced approach. Silence about race was more common among parents of boys, whereas an emphasis on cultural socialization was more common among parents of girls. Silence about race was less common in neighborhoods with high levels of negative social climate, and a combination of cultural socialization with coping strategies for discrimination was more common in neighborhoods with high neighborhood potential for community involvement with children. The approach was associated with significantly lower child problem behavior, although some gender differences were evident. A cultural socialization emphasis was associated with higher cognitive scores among girls, and a combination of cultural socialization, coping with discrimination, and promotion of mistrust was associated with higher cognitive scores among boys. Implications of this profile approach for the study of racial socialization practices in ethnic minority families are discussed.
对218名非裔美国幼儿家长样本中的种族社会化实践的自我报告和观察数据，被用于确定家长是否可以根据其种族社会化实践模式来进行特征描述。家长分为四组：对种族保持沉默、强调文化社会化、强调文化社会化和应对策略，或采用平衡方法。对种族保持沉默在男孩家长中更为常见，而强调文化社会化在女孩家长中更为常见。在负面社会氛围浓厚的社区中，对种族保持沉默的情况较少见，而在社区有较高儿童参与潜力的社区中，文化社会化与歧视应对策略相结合的情况更为常见。这种方法与儿童问题行为显著减少有关，尽管存在一些性别差异。强调文化社会化与女孩较高的认知得分相关，而文化社会化、应对歧视和促进不信任相结合与男孩较高的认知得分相关。本文讨论了这种概况方法对少数族裔家庭种族社会化实践研究的意义。
