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oai:www.ideals.illinois.edu:2142/50398 2023-07-11 col_2142_5131 col_2142_16456 com_2142_5130 com_2142_689 com_2142_397

Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2014-07-17T20:46:33Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Wilkins_Tamekia.docx: 158869 bytes, checksum: 783687d7b6406a557188cd5df3dbe66d (MD5) Wilkins_Tamekia.pdf: 678173 bytes, checksum: 38dcb238701bd84332c0c673c7b8fd03 (MD5) Made available in DSpace on 2014-09-16T17:12:34Z (GMT). No. of bitstreams: 3 Tamekia_Wilkins.pdf: 716480 bytes, checksum: f1032e9489f156751b49ff0896794f2e (MD5) Wilkins_Tamekia.docx: 158869 bytes, checksum: 783687d7b6406a557188cd5df3dbe66d (MD5) license.txt: 4065 bytes, checksum: aa30e7d2573ddfe109bccaa42b2b20f9 (MD5) http://hdl.handle.net/2142/50398 Lleras, Christy Lleras, Christy Bost, Kelly Jarrett, Robin L. Neville, Helen A. Wilkins, Tamekia 2014-09-16T17:12:34Z 2014-09-16T17:12:34Z 2016-09-22T20:59:21Z 2014-08 2014-09-16 2014-08 Parents of racial/ethnic minority children often engage in racial socialization in an effort to ensure that they are able to cope in a society in which discrimination and inequalities persist. Of all the racial/ethnic groups, Black parents are the most likely to engage in this practice. To further our understanding of racial socialization in Black families, this study examined factors that shape whether parents engage and, in turn, its influence on student achievement and behavior during the first two years of formal schooling. In addition to examining child and family characteristics, this study also examined neighborhood and school contexts. The sample consists of 2,446 Black kindergarteners from the Early Childhood Longitudinal Study-Kindergarten Cohort (restricted file), a national and longitudinal dataset that provides a representative sample of children in the U.S. Data from the ECLS-K was merged onto U.S. Census tract-level data (2000) in order to examine neighborhood conditions. Overall, results from the multivariate analysis indicate that Black children from higher socioeconomic backgrounds and those that live in less disadvantaged neighborhoods are more likely to receive racial socialization messages including discussions of racial heritage, religion and attendance at cultural events in kindergarten. Parents are more likely to engage in racial socialization with girls, except when the family lives in a disadvantaged neighborhood. However, they are more likely to engage with boys in more disadvantaged neighborhoods. Racial socialization also matters for students’ educational outcomes. Findings indicate that racial socialization is related to children’s reading and math achievement in kindergarten and first grade. Additionally, children whose parents engage in racial socialization have fewer internalizing behavior problems and better approaches to learning and interpersonal behaviors. Implications for further research are discussed. Embargo set by: Seth Robbins for item 50509 Lift date: 2016-09-16T17:13:01Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system Limited Restriction Lifted for Item 50509 on 2016-09-22T20:59:21Z. en Copyright 2014 Tamekia Wilkins racial socialization academic achievement socioemotional behavior African American children Racial socialization, achievement and socioemotional development among black children during the early years of schooling: the role of family, school, and neighborhood contexts text Human & Community Development 1793 Human & Community Development 0183 University of Illinois at Urbana-Champaign Dissertation Ph.D. PHD:Human& Commnty Devel -UIUC 10KS0183PHD