TY - JOUR
T1 - Skin Tone and Academic Readiness Among Young Mexican-Origin Children
T2 - Testing the Moderating Role of Ethnic-Racial Identity Attitudes and Centrality
AU - Hailu, Selamawit
AU - Williams, Chelsea D.
AU - Bravo, Diamond Y.
AU - Umana-Taylor, Adriana J
AU - Jahromi, Laudan B.
AU - Updegraff, Kimberly A.
N1 - Publisher Copyright:
© 2024 Taylor & Francis Group, LLC.
PY - 2024
Y1 - 2024
N2 - Skin tone-based social stratification is an enduring part of the U.S. racial landscape. Despite literature finding that skin tone informs educational outcomes among adults, few studies have examined these processes in early childhood. The current study tested whether skin tone predicted Mexican-origin 5-year-old children’s academic readiness (i.e., applied problems and letter-word identification) and whether relations were modified by ethnic-racial identity (i.e., positive attitudes and centrality). Findings indicated that darker skin tones predicted lower applied problems scores, an indicator of early math ability. Positive ethnic-racial attitudes did not moderate the relation between skin tone and academic readiness. However, contrary to our hypothesis, higher ethnic-racial centrality strengthened the association between darker skin tone and lower letter-word identification, an indicator of early reading skills. Findings suggest that there is early development of within-race skin tone-based disparities in education, and underscore the need for further exploration of children’s ethnic-racial identity in these processes.
AB - Skin tone-based social stratification is an enduring part of the U.S. racial landscape. Despite literature finding that skin tone informs educational outcomes among adults, few studies have examined these processes in early childhood. The current study tested whether skin tone predicted Mexican-origin 5-year-old children’s academic readiness (i.e., applied problems and letter-word identification) and whether relations were modified by ethnic-racial identity (i.e., positive attitudes and centrality). Findings indicated that darker skin tones predicted lower applied problems scores, an indicator of early math ability. Positive ethnic-racial attitudes did not moderate the relation between skin tone and academic readiness. However, contrary to our hypothesis, higher ethnic-racial centrality strengthened the association between darker skin tone and lower letter-word identification, an indicator of early reading skills. Findings suggest that there is early development of within-race skin tone-based disparities in education, and underscore the need for further exploration of children’s ethnic-racial identity in these processes.
KW - academic readiness
KW - ethnic-racial identity
KW - hispanic/Latino
KW - Skin tone/color
UR - http://www.scopus.com/inward/record.url?scp=85189528367&partnerID=8YFLogxK
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U2 - 10.1080/15348431.2024.2327411
DO - 10.1080/15348431.2024.2327411
M3 - Article
AN - SCOPUS:85189528367
SN - 1534-8431
JO - Journal of Latinos and Education
JF - Journal of Latinos and Education
ER -