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Descriptors:
Child Abuse; Risk; Foster Care; African American Children; Race; Referral; Racial Differences; Mothers; Ethnicity; Victims; Child Welfare; Law Enforcement; Whites; Socioeconomic Status; Health; Hispanic Americans; Social Influences; Political Influences; Environmental Influences; Family (Sociological Unit)

Abstract:
Objective: Data from the United States indicate pronounced and persistent racial/ethnic differences in the rates at which children are referred and substantiated as victims of child abuse and neglect. In this study, we examined the extent to which aggregate racial differences are attributable to variations in the distribution of individual and family-level risk factors. Methods: This study was based on the full population of children born in California in 2002. Birth records were linked to child protective service (CPS) records to identify all children referred for maltreatment by age 5. Generalized linear models were used to compute crude and adjusted racial/ethnic differences in children's risk of referral, substantiation, and entry to foster care. Results: As expected, stark differences between Black and White children emerged in the rates of contact with CPS. Black children were more than twice as likely as White children to be referred for maltreatment, substantiated as victims, and enter foster care before age 5. Yet, there were also significant differences across racial/ethnic groups in the distribution of socioeconomic and health factors strongly correlated with child maltreatment and CPS involvement. After adjusting for these differences, low socioeconomic Black children had a lower risk of referral, substantiation, and entry to foster care than their socioeconomically similar White counterparts. Among Latinos, before adjusting for other factors, children of U.S.-born mothers were significantly more likely than White children to experience system contact, while children of foreign-born mothers were less likely to be involved with CPS. After adjusting for socioeconomic and health indicators, the relative risk of referral, substantiation, and foster care entry was significantly lower for Latino children (regardless of maternal nativity) compared to White children. Conclusions: Race and ethnicity is a marker for a complex interaction of economic, social, political, and environmental factors that influence the health of individuals and communities. This analysis indicates that adjusting for child and family-level risk factors is necessary to distinguish race-specific effects (which may reflect system, worker, or resource biases) from socioeconomic and health indicators associated with maltreatment risk. Identifying the independent effects of these factors is critical to developing effective strategies for reducing racial disparities. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Profiles; Evidence; Self Concept; Cultural Context; Gender Differences; Academic Achievement; Correlation; African American Children; Academic Ability; Intervention; Measures (Individuals); Grade 5; Elementary School Students

Abstract:
The purpose of this research was to investigate how domain-specific importance ratings affect relations between perceived competence and self-worth among African American school-age children. Importance ratings have been found to affect the strength of the relationship between perceived competence and self-worth and have implications for motivation. Children were assessed on five perceived competence domains, on the importance of those domains, and on global self-worth. Five profiles reflecting relations between perceived competence and self-worth by importance ratings were assessed. Gender differences specific to scholastic competence/self-worth relations were also examined. It was hypothesized that at comparable levels of perceived competence, children ascribing more importance would evidence stronger relationships between perceived competence and self-worth. This was evident in some cases. Importance ratings were found to be pivotal in understanding relationships between perceived competence and self-worth. Gender differences in scholastic competence/self-worth relations were evidenced with certain profiles. Results were interpreted within a cultural context, and the implications for intervention were addressed. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Youth; African American Children; Democracy; Correctional Institutions; Masculinity; Literacy; Racial Factors; Males

Abstract:
This beautifully written book argues that educators need to understand the social worlds and complex literacy practices of African-American males in order to pay the increasing educational debt we owe all youth and break the school-to-prison pipeline. Moving portraits from the lives of six friends bring to life the structural characteristics and qualities of meaning-making practices, particularly practices that reveal the political tensions of defining who gets to be literate and who does not. Key chapters on language, literacy, race, and masculinity examine how the literacies, languages, and identities of these friends are shaped by the silences of societal denial. Ultimately, "A Search Past Silence" is a passionate call for educators to listen to the silenced voices of Black youth and to re-imagine the concept of being literate in a multicultural democratic society. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Discourse Communities; African American Children; Written Language; Language Patterns; Siblings; Standard Spoken Usage; Bilingualism; Dialects; Teachers; Grandparents; Young Children; African American Family; Individual Characteristics; Interpersonal Communication; Oral Language

Abstract:
Educators often do not recognize biliteracy and bidialectalism in African American Language (AAL) speakers. Chronicling the experiences of twin four/five-year old AAL and emergent Standard English speakers, we discuss the importance of recognizing and building on the routines and identities of African American children and families. We present three strategies for supporting the learning of African American children who are biliterate and bidialectal. Using the academic literature which illustrates African American children's communicative virtuosity as a backdrop, we use language samples from twin AAL-speakers to illustrate key points. Emphasis is placed on the importance of building on African American children's communication styles in classrooms and helping them to negotiate and move between two different discourse communities for both oral and written language. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outcome Measures; Correlation; Longitudinal Studies; Child Language; Child Development; Linguistic Input; Mothers; Vocabulary Development; Parent Child Relationship; African Americans; Low Income Groups; Psycholinguistics; Language Processing; Learning Processes; Language Acquisition; Comparative Analysis; Discourse Analysis; Infants; African American Children; Whites; Middle Class; Racial Differences

Abstract:
The relation of social and linguistic input measures to early vocabulary development was examined in 30 low-income African American mother-infant pairs. Observations were conducted when the child was 0 years, 1 month (0;1), 0;4, 0;8, 1;0, 1;6, and 2;0. Maternal input was coded for word types and tokens, contingent responsiveness, and directiveness. Children's outcome measures included productive vocabulary at 1;6 and 2;0. Patterns of social and linguistic input were highly consistent over time. Significant positive relations were found between linguistic input measures and child vocabulary development. Findings for social input measures included positive relations between directive input and child word types, which differs from previous research with European American middle-class samples. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
African American Children; Black Colleges; African American Education; African American History; Church Role; Educational Development; Beliefs

Abstract:
In the years after the Civil War, there were millions of newly-freed Black children and adults who emerged from slavery worn, but eager and determined to get something they never had--a chance to learn how to read the Bible, write their names and words on a page, and be educated. Even before the Civil War, some Blacks in the North were pressing their way forward into church-basements-turned-schools and rough-hewn wood frame rooms established just for them mostly by benevolent White Christians. In 1837, the largess of a Quaker philanthropist established Cheyney University of Pennsylvania, which began as the African Institute, a school for Black children. But years later, religious leaders, local churches, missionaries, and denominations were descending across the South in the 19th century, believing that it was worth it to spend their time and money and do the right thing when they decided to establish seminaries, classrooms, colleges, and even medical schools for Blacks. Led by their "consciences and hearts," the Board of Bishops of the Methodist Episcopal Church declared they would act to rescue and educate Blacks. They did not wait for Southern states to decide whether they were going to "make some provision for the education of the colored children now growing up in utter ignorance in their midst." With the support of the Freedman's Aid Society, the United Methodist Church (UMC) responded by establishing 70 schools in the South and Southeast for Blacks between 1866 and 1882. Eleven of them remain. Today, Bennett College for women, Bethune-Cookman University, Claflin University, Clark Atlanta University, Dillard University, Huston-Tillotson University, Meharry Medical College, Paine College, Philander Smith College, Rust College, and Wiley College are affiliated with the UMC. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Aptitude; Morphemes; Age Differences; Expressive Language; Language Acquisition; Preschool Children; Low Income Groups; Mothers; Parent Background; Educational Attainment; African American Children; Measures (Individuals); Longitudinal Studies; Statistical Analysis; Statistical Significance; Rating Scales

Abstract:
The purposes of the study were to determine (a) the ability of two spontaneous language measures, mean length of utterance in morphemes (MLU-m) and number of different words (NDW), to identify African American preschool children at low and high levels of language ability; (b) whether child chronological age was related to the performance of either group; and (c) the relationship between maternal education and the performance of children on MLU-m, NDW, and on the Expressive Communication (EC) subscale of the Preschool Language Scale-3. Analyses revealed that children with low language abilities performed lower on the language sampling measures than did those with high language abilities. Using MLU-m and NDW successfully classified 72.1% children with low language abilities and 75.4% children with high language abilities. Children's MLU-m and NDW were positively related with age. Children differed in their expressive language measures related to maternal education levels. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
African American Children; Intervention; Aggression; Social Behavior; Action Research; Psychometrics; Empathy; Models; Peer Relationship; Teacher Attitudes; Student Attitudes; Feedback (Response); Elementary School Students

Abstract:
Although a goal of many aggression intervention programs is to increase children's concern (often termed sympathy or empathy) for their peers as a means of ultimately reducing aggressive behavior, there are no measures specifically of children's concern for peers who are the targets of peer aggression. A participatory action research (PAR) model was used to create a culturally-sensitive measure of urban African American children's sympathy for peers who are the targets of physical aggression, relational or social aggression, verbal aggression, and property damage. In Study 1, 40 children (M[subscript age] = 9.71 years; 47.5% female) were interviewed about the types of incidents that lead them to feel sympathy for a peer. Based upon these findings, the 15-item Peer Sympathy Scale (PSS) was developed. In Study 2, the PSS was administered to 517 children (M[subscript age] = 9.82 years; 47.4% female) to examine the psychometric properties of the measure and to explore the association between children's sympathy for their peers and their social behavior. Greater sympathy was associated with less overt and relational aggression according to both peer and teacher reports as well as with less oppositional-defiant behavior according to teacher reports. The clinical utility of the PSS as an outcome assessment tool for social skills intervention programs is discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
African American Children; Behavior Problems; Delinquency; Females; Structural Equation Models; Parenting Styles; Child Rearing; Punishment; Males; Child Abuse; Verbal Communication; African Americans; Gender Differences; Children; Preadolescents

Abstract:
While the link between parenting and delinquency is well established, there is less consensus among scholars with regards to the processes that account for this link. The current study had two objectives. The first was to disentangle the effects of African American parents' use of corporal punishment and verbal abuse on the conduct problems of their preteen children. The second was to investigate the mechanisms that explain this relationship, such as having low self-control or a hostile view of relationships, whereby these harsh parenting practices increase a youth's involvement in problem behavior. Further, we are interested in specifically addressing how these mechanisms may operate differently for males versus females. Analyses utilized structural equation modeling and longitudinal data spanning approximately 2.5 years from a sample of 704 (54.2% female) African American children ages 10-12. The results indicated that verbal abuse was a more important predictor of conduct problems than corporal punishment. Additionally, we found that the mechanisms that mediated the impact of verbal abuse and corporal punishment on conduct problems varied by gender. For males, most of the effect of verbal abuse was mediated by low self-control, whereas anger/frustration was the primary mediator for females. Implications of these results and directions for future study are also discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Attention Deficit Hyperactivity Disorder; Anxiety Disorders; Health Services; African American Children; Identification; Adolescents; Racial Differences; Depression (Psychology); Separation Anxiety; Investigations; Feedback (Response); Surveys; African Americans; Whites

Abstract:
Objective: To investigate racial/ethnic differences in teachers' and other adults' identification and/or encouragement of parents to seek treatment for psychiatric problems in their children and to evaluate if and whether identification/encouragement is associated with service use. Method: Data on identification/encouragement to seek treatment for externalizing disorders (i.e., attention-deficit/hyperactivity disorder, oppositional-defiant disorder, and/or conduct disorder) and internalizing disorders (i.e., major depressive episode/dysthymia and/or separation anxiety disorder) and services used were obtained for 6,112 adolescents (13-17 years of age) in the National Comorbidity Survey Adolescent Supplement. Racial/ethnic differences were examined for Latinos, non-Latino blacks, and non-Latino whites. Results: There were few racial/ethnic differences in rates of youth identification/encouragement and how identification/encouragement related to service use. Only non-Latino black youth with low severity internalizing disorders were less likely to be identified/encouraged to seek services compared with non-Latino white youth with the same characteristics (odds ratio [OR] = 0.4, 95% confidence interval [CI] = [0.2-0.7]). Identification/encouragement increased the likelihood of seeking services for externalizing and internalizing disorders for all youth. However, compared with their non-Latino white counterparts, non-Latino black youth who met criteria for internalizing disorders appeared less likely to have used any services (OR = 0.4, 95%, CI = 0.2-0.7), after adjusting for identification/encouragement, clinical, and sociodemographic characteristics. Non-Latino black youth with internalizing disorders and without identification/encouragement were less likely to use the specialty care sector than their non-Latino white counterparts. Conclusions: In this study of a nationally representative sample of adolescents, almost no ethnic/racial differences in identification/encouragement were found. However, identification/encouragement may increase service use for all youth. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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