...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Cultural Diversity & Ethnic Minority Psychology >Emergence of Ethnic-Racial Socialization for African American and Latinx Families: Evidence for Factorial Validity and Measurement Invariance Across Early Childhood
【24h】

Emergence of Ethnic-Racial Socialization for African American and Latinx Families: Evidence for Factorial Validity and Measurement Invariance Across Early Childhood

机译：Emergence of Ethnic-Racial Socialization for African American and Latinx Families: Evidence for Factorial Validity and Measurement Invariance Across Early Childhood

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相关主题

摘要

Objectives: 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. Method: 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. Results: 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). Conclusions: 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.

著录项

获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号