Human Development and Family Studies, Michigan State University.
Human Development and Family Sciences, University of Texas at Austin.
Cultur Divers Ethnic Minor Psychol. 2022 Oct;28(4):449-459. doi: 10.1037/cdp0000435. Epub 2020 Dec 28.
This study investigated the role of ethnic/racial composition in schools and neighborhoods in (a) predicting family cultural socialization and (b) moderating the relation between family cultural socialization and young children's social competence over time.
Two nationally representative, longitudinal samples were used from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 and 2010-11 cohorts. The analytic sample included 11,870 ethnic/racial minority children (mean age was 5.66 years old at Wave 1; 50% female; 31% Black, 49% Latinx, 18% Asian American, 2% Native American).
Path analyses showed that families practiced more cultural socialization in more diverse schools and neighborhoods. Moreover, family cultural socialization was most beneficial for children's social competence when they were in diverse settings with few coethnics.
The results highlighted cultural socialization as a tool that ethnic/racial minority families use to help their children navigate ethnic/racial diversity and numeric marginalization in social settings. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
本研究调查了学校和社区中的种族构成在（a）预测家庭文化社会化以及（b）随着时间的推移调节家庭文化社会化与幼儿社会能力之间的关系方面的作用。
使用了来自“儿童纵向研究：1998-99 年幼儿园班和 2010-11 年队列”的两个具有全国代表性的纵向样本。分析样本包括 11870 名少数族裔/少数民族儿童（第 1 波时的平均年龄为 5.66 岁；50%为女性；31%为黑人，49%为拉丁裔，18%为亚裔美国人，2%为美国原住民）。
路径分析表明，家庭在种族构成更加多样化的学校和社区中进行更多的文化社会化。此外，当家庭处于少数族裔群体较少的多元化环境中时，家庭文化社会化对儿童的社会能力最有益。
研究结果强调了文化社会化是少数民族家庭用来帮助孩子在社会环境中应对种族多样性和数量边缘化的一种工具。（PsycInfo 数据库记录（c）2022 APA，保留所有权利）。
