Eliot-Pearson Department of Child Study and Human Development, Tufts University.
Brigham and Women's Hospital, Harvard Medical School.
Cultur Divers Ethnic Minor Psychol. 2023 Apr;29(2):267-278. doi: 10.1037/cdp0000497. Epub 2021 Nov 4.
Primary caregivers (e.g., parents, grandparents, other family members) from low-income and ethnically minoritized families tend to face a host of barriers when participating in their children's school activities. Research suggests that demographic match and quality communication between caregivers and teachers could support minoritized families' school-based engagement. This study examined the associations among caregiver-teacher demographic match, caregivers' perceived communication quality with the teacher and caregivers' perceived barriers to school-based engagement.
Caregivers ( = 565) from 49 Head Start classrooms completed the parent-report versions of the surveys: , reporting resource, cultural/relational, and program/context barriers to school-based engagement; and , reporting communication quality with their children's lead and assistant teachers ( = 102). Caregivers and teachers also completed demographic surveys to provide information about their family background, such as race/ethnicity, primary language, and education level.
Multilevel modeling results showed that among the three demographic match variables (i.e., race/ethnicity, primary language, formal education), only language match was associated with caregivers' perception of fewer cultural/relational barriers. Latine and Black non-Latine caregivers reported more cultural/relational and program/context carriers than White, non-Latine caregivers. Finally, caregivers who perceived better communication with their children's teachers reported fewer cultural/relational and program/context barriers.
Primary language match and high-quality communication between families and teachers appear essential in creating a welcoming preschool environment that could alleviate some of the barriers to engagement typically faced by ethnically minoritized and low-income families. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
来自低收入和少数族裔家庭的主要照顾者（例如父母、祖父母、其他家庭成员）在参与子女学校活动时往往面临诸多障碍。研究表明，照顾者和教师之间的人口统计学匹配和高质量沟通可以支持少数族裔家庭的学校参与。本研究考察了照顾者-教师人口统计学匹配、照顾者对与教师沟通质量的感知以及照顾者对学校参与的感知障碍之间的关联。
49 个 Head Start 教室的 565 名照顾者完成了家长报告的调查问卷： ，报告了资源、文化/关系和计划/背景方面的学校参与障碍；以及 ，报告了与子女主要教师和助理教师的沟通质量（ = 102）。照顾者和教师还完成了人口统计调查，提供了他们的家庭背景信息，如种族/族裔、主要语言和教育水平。
多层次模型结果表明，在三个人口统计学匹配变量（即种族/族裔、主要语言、正规教育）中，只有语言匹配与照顾者对较少文化/关系障碍的感知相关。拉丁裔和非拉丁裔黑人照顾者比白人、非拉丁裔照顾者报告了更多的文化/关系和计划/背景障碍。最后，与子女教师沟通质量较好的照顾者报告了较少的文化/关系和计划/背景障碍。
主要语言匹配和家庭与教师之间的高质量沟通似乎对于创造一个受欢迎的学前环境至关重要，这可以减轻少数族裔和低收入家庭通常面临的一些参与障碍。（PsycInfo 数据库记录（c）2023 APA，保留所有权利）。
