Family Socialization in Black and White Families in Relation to the Development of Self-Regulation

• In Event: 3-122 - Socialization of Cognitive and Socioemotional Development Across Cultures

Integrative Statement

Self-regulation is essential for managing emotions, thoughts, and behaviors (McClelland & Cameron, 2011). Informed by cultural value systems, parental socialization is vital in providing opportunities and constraints that may influence the development of self-regulation in early childhood. For example, families make choices about the tasks they engage in, the goals for engaging in the tasks, and the strategies they use to guide children through the tasks (Trommsdorff, 2009). Given the potential for parental socialization to vary by racial and ethnic background, it is necessary to study how these processes may unfold differently for Black and White children in the United States (Coll et al., 1996). In the present study, we investigate the degree to which family values, supports, and investments explain variation in the change of self-regulation (i.e. working memory and approaches to learning) from kindergarten to second grade among Black and White children.

We conducted structural equation modeling (Stata 14.0; StataCorp, 2014) using the ECLSK: 2011 Kindergarten to Second Grade Restricted Dataset (Tourangeau et al., 2017). Within race and ethnic group, we modeled the association between family socialization processes and working memory (Numbers Reversed Task), and approaches to learning (e.g., persists in completing tasks, pays attention well, and follows classroom rules) in second grade, controlling for kindergarten scores. Composites (Table 1) for familial supports, environmental resources, school engagement, and stable routine were constructed from the parent interviews administered in fall and spring of kindergarten.

Family supports are not associated with working memory (WM) or approaches to learning (AtL) for Black children (Table 2). Additionally, extracurricular opportunities (environmental resources) are positively associated with WM for Black children, as are high expectations for degree attainment (school engagement). However, parental contact with school (school engagement) is negatively associated with both WM and AtL, and varying bed times (stable routines) is negatively associated with WM only for Black children.

Some of these patterns do not hold for White children. Parental stress (family supports) is negatively associated with AtL in White children. Furthermore, home environment and literacy (environmental resources) are associated with both WM and AtL, with home environment being negatively associated and literacy positively associated. Lastly, extracurricular activities are positively associated with AtL. Unlike Black children, no components of stable routine are associated with self-regulation competencies in White children. Attending parent teacher conferences (school engagement) and valuing school readiness skills were positively associated with WM. In contrast, contacting the school was negatively associated with AtL, while having higher expectations for degree attainment was positively associated. Number of school events attended was positively associated with both WM and AtL.

The findings indicate that different aspects of parental socialization are relevant, and may function differently, for children’s WM and AtL based on their ethnic and racial background. Discussion will focus on the implications of findings for measurement of practices across different racial and ethnic groups, as well as applications to policy and practice.

Authors

• Tatiana Yasmeen Hill, University of Virginia
  Presenting Author

• Natalia Palacios, University of Virginia
  Non-Presenting Author