The Influence of Racial Socialization Practices on the Cognitive and Behavioral Competence of African American Preschoolers
Abstract
The association between parent racial socialization and child competence was examined in a socioeconomically diverse sample of African American preschoolers living in an urban setting. Interviews were conducted in the homes of 200 families. Racial socialization was assessed by parent report as well as by observation of the sociocultural context of the home, and child outcomes were assessed using the Kaufman Assessment Battery for Children and the Child Behavior Checklist. Results indicated that African American parents who provided homes that were rich in African American culture had preschool children who had greater amounts of factual knowledge and better developed problem-solving skills. African American parents who socialized their preschool children to be proud of their heritage reported fewer problem behaviors.
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Most studies of race pride socialization find that messages about cultural knowledge and pride are associated with higher overall functioning and self-esteem.
“The majority of studies examining the influence of race pride socialization indicate that messages about cultural knowledge and pride are related to higher overall functioning and self-esteem (Caughy, O'Campo, Randolph, & Nickerson, 2002; Constantine & Blackmon, 2002; Hughes & Chen, 1999; Stevenson, Reed, Bodison, & Bishop, 1997; however, see Fisher et al., 2000, for null findings).”
From Perceived Racial Discrimination and Self-Esteem in African American Youth: Racial Socialization as a Protective Factor (2007) · cites this paper as Caughy, O'Campo, Randolph, & Nickerson, 2002
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- Authors
- Caughy, M. O., O’Campo, P. J., Randolph, S. M., & Nickerson, K.
- Affiliations
- The University of Texas Southwestern Medical Center (US)
- Johns Hopkins University , Baltimore, MD
- University of Maryland, College Park (US)
- American Psychological Association (US)
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2002-09-01
- Volume
- 73
- Issue
- 5
- Pages
- 1611-1625
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2015451248
- Cited by
- 393
- References
- 0
- Citations by year
- 2026: 6 · 2025: 9 · 2024: 23 · 2023: 12 · 2022: 18 · 2021: 17 · 2020: 17 · 2019: 39 · 2018: 11 · 2017: 17 · 2016: 28 · 2015: 22 · 2014: 27 · 2013: 16 · 2012: 26
- FWCI
- 11.67
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- Funders
- U.S. Public Health Service (MCJ-240731-01-1)
- Topics
- Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- racial socialization, parent-child interaction, problem-solving skills, factual knowledge, behavioral problems, urban households
- MeSH terms
- Black or African American, Child Behavior, Child, Preschool, Cognition, Culture, Female, Humans, Interpersonal Relations, Male, Problem Solving, Social Behavior, Parenting
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