Department of Urban and Environmental Policy and Planning.
University of Georgia.
Cultur Divers Ethnic Minor Psychol. 2022 Apr;28(2):193-204. doi: 10.1037/cdp0000496. Epub 2022 Feb 24.
This measurement validity study assesses the Hughes and Chen (1997) Multidimensional Scale of Race Socialization in an early childhood sample to examine when ethnic-racial socialization (ERS) strategies emerge and the degree to which they are employed with young children.
We administered the Multidimensional Scale among a sample of 407 African American and Latinx families. Data were collected across four waves (child ages 2.5-7.5 years). Longitudinal, multigroup confirmatory factor analyses were modeled to test (a) factorial validity of the extant measure in a novel group, (b) equivalence of measuring ERS across age, gender, and ethnicity, and (c) latent means across the sample.
The two-factor model was validated in this early childhood sample and measured invariantly across all waves and groups. Latent means of cultural socialization and preparation for bias steadily increased across early childhood with noteworthy differences in effect sizes (.58-.75, respectively) between the second and third assessments when the majority of children entered kindergarten. Latent means did not differ for caregivers on account of child gender. African American caregivers reported greater messaging of cultural socialization (ES range: .44-1.55) than Latinx caregivers, and also reported greater preparation for bias than their Latinx peers but only at school entry (ES = .66).
This study provides evidence that ERS strategies commonly used with older children emerge very early on in family experiences and supports the notion that the transition to kindergarten marks a notable ecological shift for ethnic minority children. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
本测量有效性研究评估了 Hughes 和 Chen（1997 年）的多维种族社会化量表在幼儿样本中的应用，以考察种族社会化（ERS）策略何时出现以及它们在多大程度上被用于幼儿。
我们在 407 名非裔美国人和拉丁裔家庭的样本中使用多维量表进行了测试。数据在四个时间点（儿童年龄 2.5-7.5 岁）进行了收集。采用纵向多组验证性因子分析来检验（a）该现有量表在新群体中的结构有效性，（b）在年龄、性别和种族上测量 ERS 的等效性，以及（c）整个样本的潜在均值。
该双因素模型在该幼儿样本中得到了验证，并在所有时间点和组中都具有不变性。文化社会化和偏见准备的潜在均值在整个幼儿期稳步增加，在第二个和第三个评估之间（当大多数孩子进入幼儿园时）的效应大小（分别为.58-.75）存在显著差异。由于孩子的性别，看护者的潜在均值没有差异。非裔美国裔看护者报告了更多的文化社会化信息（ES 范围：.44-1.55），比拉丁裔看护者更注重偏见的准备，但仅在入学时（ES =.66）比他们的拉丁裔同行更注重偏见的准备。
这项研究提供了证据，表明与年龄较大的儿童一起使用的 ERS 策略在家庭经验中很早就出现了，并支持了这样一种观点，即进入幼儿园标志着少数民族儿童的生态环境发生了显著转变。
