TY - JOUR
T1 - Mexican-Origin 5-Year-Old Children’s Ethnic-Racial Identity Centrality and Attitudes Predicting Social Functioning
AU - Williams, Chelsea Derlan
AU - Lozada, Fantasy T.
AU - Hood, Kristina B.
AU - Uma˜na-Taylor, Adriana J.
AU - Jahromi, Laudan B.
AU - Updegraff, Kimberly A.
N1 - Publisher Copyright:
© 2021. American Psychological Association
PY - 2021/11/29
Y1 - 2021/11/29
N2 - Objective: Early childhood is an important developmental period to focus on the outcomes associated with ethnic-racial identity (ERI) given that children notice racial differences, are processing information about ethnicity and race, and have race-related experiences. The present study tested whether three components of ERI (i.e., positive attitudes, negative attitudes, and centrality) predicted children’s social functioning (i.e., interactive, disruptive, and disconnected play with peers; externalizing behaviors; and observed frustration and cooperation with an adult). Child sex was also tested as a moderator. Method: The present study included 182 5-year-old Mexican-origin children (57% male) of mothers who entered parenthood during adolescence (M = 21.95, SD = 1.00). Results: Children’s positive ethnic-racial attitudes were associated with greater social functioning (i.e., greater interactive play and less externalizing behaviors) among boys and girls, and less frustration among boys. Negative ethnic-racial attitudes predicted maladaptive social functioning (i.e., greater disruptive play) among boys and girls and more disconnected play among girls. Contrary to expectations, ethnic-racial centrality predicted boys’ and girls’ maladaptive social functioning (i.e., greater disruptive and disconnected play). Conclusions: Findings highlight the importance of fostering children’s positive ethnic-racial attitudes and helping them discuss and cope with negative ethnic-racial attitudes to promote more adaptive social functioning.
AB - Objective: Early childhood is an important developmental period to focus on the outcomes associated with ethnic-racial identity (ERI) given that children notice racial differences, are processing information about ethnicity and race, and have race-related experiences. The present study tested whether three components of ERI (i.e., positive attitudes, negative attitudes, and centrality) predicted children’s social functioning (i.e., interactive, disruptive, and disconnected play with peers; externalizing behaviors; and observed frustration and cooperation with an adult). Child sex was also tested as a moderator. Method: The present study included 182 5-year-old Mexican-origin children (57% male) of mothers who entered parenthood during adolescence (M = 21.95, SD = 1.00). Results: Children’s positive ethnic-racial attitudes were associated with greater social functioning (i.e., greater interactive play and less externalizing behaviors) among boys and girls, and less frustration among boys. Negative ethnic-racial attitudes predicted maladaptive social functioning (i.e., greater disruptive play) among boys and girls and more disconnected play among girls. Contrary to expectations, ethnic-racial centrality predicted boys’ and girls’ maladaptive social functioning (i.e., greater disruptive and disconnected play). Conclusions: Findings highlight the importance of fostering children’s positive ethnic-racial attitudes and helping them discuss and cope with negative ethnic-racial attitudes to promote more adaptive social functioning.
KW - Ethnic/racial/ethnic-racial identity
KW - Externalizing behaviors
KW - Mexican/latino/latina/latinx/hispanic
KW - Play with peers
KW - Social functioning
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U2 - 10.1037/cdp0000511
DO - 10.1037/cdp0000511
M3 - Article
C2 - 34843297
AN - SCOPUS:85128000429
SN - 1099-9809
VL - 28
SP - 158
EP - 170
JO - Cultural Diversity and Ethnic Minority Psychology
JF - Cultural Diversity and Ethnic Minority Psychology
IS - 2
ER -