Deborah J. Johnson

Studying the Effects of Early Child Care Experiences on the Development of Children of Color in the United States: Toward a More Inclusive Research Agenda

Evidence is presented of the different cultural and ecological contexts affecting early child care for families of color. It is argued that improvements on previous research require a fundamental shift in how race, ethnicity, and culture as psychological variables are examined. Furthermore, to avoid the pitfalls and failures of previous research, new research must incorporate expanded models of child care and development in childhood. The integrative model of development for children of color proposed by Garcia Coll et al. (1996) is presented as a basis for developing more specific ecological models relevant to addressing child care issues in ethnic minority families. Finally, priority areas for future research are recommended to stimulate and enable child care researchers to adopt a more inclusive view of child care and its effects.

Does class size in first grade relate to children's academic and social performance or observed classroom processes?

This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were somewhat less likely to be engaged. Teachers in smaller classes rated typical children in those classes as more socially skilled and as showing less externalizing behavior and reported more closeness toward them. Children in smaller classes performed better on literacy skills. Larger classrooms showed more group activities directed by the teacher, teachers and children interacted more often, and children were more often engaged. Lower class sizes were not of more benefit (or harm) as a function of the childs family income. First-grade class size in the range typical of present-day classrooms in the United States predicts classroom social and instructional processes as well as relative changes in social and literacy outcomes from kindergarten to first grade.

Racial/Ethnic Socialization and Parental Involvement in Education as Predictors of Cognitive Ability and Achievement in African American Children

Racial/ethnic socialization has not been studied in the context of other parenting behaviors such as parental involvement in education and its relationship to children’s cognitive outcomes. The present study tested the impact of racial/ethnic socialization and parental involvement in education on cognitive ability and achievement in a sample of African American youth. Two dimensions of racial/ethnic socialization, cultural exposure (i.e., exposure to diverse cultures) and cultural socialization (i.e., in-group pride), were examined in a sample of 92 African American mother–child dyads, of which 50% were female. Maternal reports of involvement during their child’s 5th grade year were examined as a moderator in the relationship between racial/ethnic socialization and cognitive ability and achievement. Hierarchical regression analyses revealed that mothers’ reports of cultural exposure messages measured in 4th grade predicted children’s scores on 5th grade assessments of passage comprehension. There was also a significant interaction indicating that greater cultural exposure and more parental involvement in education predicted better reading passage comprehension scores over time. The implications for assessing dimensions relevant to cognitive ability and achievement in African American children are discussed.

The Lost Boys of Sudan: Coping With Ambiguous Loss and Separation From Parents

The Lost Boys of Sudan were separated from their families by civil war and subsequently lived in three other countries-Ethiopia, Kenya, and the United States. In-depth interviews were conducted with 10 refugees about their experiences of separation from parents and ambiguous loss, and the coping strategies the youth used when they did not know if other members of their family were dead or alive. All of the youth reported using both emotion-focused and problem-focused coping strategies. The youth also discussed the importance of support from peers and elders while they lived in the refugee camps. In addition, they reflected on the psychological presence of parents who were physically absent, and the important role that hope of being reunited with parents played as they struggled with survival issues and ambiguous loss.

Disentangling Poverty and Race

Race, class, and culture are inextricably linked in the lives of poor families. A perspective is provided for a disentangled view of these influences for the purposes of enhancing the effectiveness of practice, policy, and program design, as well as research. Deconstructing myths and beliefs about poor families of color with examples from African American and Hmong American life were key in the development of the approach. Three implications for policy and practice are offered: (a) checking our lens, (b) providing the tailored fit, and (c) feeding the baby.

2-Bromo-α-Ergocryptine (CB-154) and Tamoxifen (ICI 46,474) Induced Suppression of the Genesis of Mammary Carcinomas in Female Rats Treated with 7,12-Dimethylbenzanthracene (DMBA): A Comparison

Daily treatment of female Sprague-Dawley rats with CB-154 (prolactin suppressor) or Tamoxifen (estrogen antagonist) for 33 days before and after 7,12-dimethylbenzanthracene (DMBA) administration reduced (p less than 0.005) the incidence of mammary carcinomas by 58 and 49%, respectively. A combination of CB-154 and Tamoxifen further reduced (p less than 0.005) mammary carcinoma incidence by an additional 50-59%. Treatment with Tamoxifen for 66 days beginning 33 days after carcinogen treatment reduced (p less than 0.05) the incidence of mammary carcinomas by 65%; CB-154 treatment, during the same time period, did not significantly effect the final yield of mammary carcinomas. The combination of Tamoxifen and CB-154 was comparable to Tamoxifen alone in suppressing the incidence of mammary carcinomas in the latter study. These results demonstrate a substantial suppressive and synergistic effect of Tamoxifen and CB-154 in the initiating phases of mammary carcinogenesis while in the early promoting phases of this oncogenic process, short-term treatment with Tamoxifen was superior to CB-154 treatment; no synergism between these clinically important compounds was observed.

Parenting Practices in Preschool Leading to Later Cognitive Competence: A Family Stress Model

Research Findings: This study investigates the effect of the early home environment on self-regulation in preschoolers, and how self-regulation relates to later school achievement, while taking into account family resources. Participants were part of the National Institute of Child Health and Human Developments Study of Early Child Care and Youth Development. Our model tested paths from family income and maternal depression through parenting to dyadic and child outcomes, including attachment, self-regulation, and child cognitive outcomes in the 1st grade. Findings indicated that family income and maternal depression had a substantial effect on parenting practices. Children whose parents did not display negative affect toward them during episodes of depression were more likely to maintain healthy attachment styles. Parenting, which was directly affected by family income, was the most important predictor of childrens cognitive development. Practice or Policy: Regarding implications for practice, this research indicates that parents who provide a safe and stimulating environment for their children, despite limited financial resources or mental health issues, are more likely to have children who are prepared for school. School counselors, child care administrators, and policymakers should be aware of the importance of parenting to school success and should provide opportunities for parent education and involvement during the first years of life.

Urban Zimbabwean mothers' choices and perceptions of care for young children.

The opportunity for Black Zimbabwean children to attend preschool became widespread only after about 1987. The present study investigated the basis on which families select preschools and their perceptions of what constitutes quality preschool care. Of particular interest was whether school choice patterns are based on parent-centered goals (e.g., authority, prestige, convenience) or child-centered factors (e.g., safety, accelerated educational preparation, social development). Interviews were conducted with 51 working mothers of children ages 3-5 years in urban Zimbabwe (Harare and Bulawayo), 39 (77%) of whom were attending full-day preschool at the time of the survey. Overall, the four most frequently cited attributes of quality preschool care were good food or a balanced diet, qualified teachers, hygiene or cleanliness, and the physical structure. Mothers in the lowest income group placed greatest emphasis on good food, toys, facility, and school preparation, while higher-income mothers tended to prioritize hygiene and loving teachers. Preschool was viewed as part of the formal education process rather than as a form of child care. Female domestics or relatives were identified as the primary child care providers, even when the child was in preschool all day. Mothers expressed a strong preference for a child-centered approach to preschool education. Deliberate (social mobility), humanistic, and practical goals accounted for 80% of parental goal types. In general, mothers were most satisfied with preschool programs when they perceived a congruence between home and school in terms of their childs cultural development.

Community Violence and Racial Socialization: Their Influence on the Psychosocial Well-Being of African American College Students

The present study investigated the links between community violence exposure (witnessing and direct victimization) and racial socialization and psychological well-being in a sample of 281African American college students (76% female). We predicted that community violence exposure would be negatively related to psychosocial well-being. Additionally, it was hypothesized that the dimensions of racial socialization, cultural socialization and preparation for bias, would mitigate the effects of community violence exposure on psychosocial well-being. Consistent with the research hypotheses, the results from this study show that racial socialization buffers the effects of community violence exposure on mental health outcomes. Implications for assessing exposure to community violence and how racial socialization may mitigate psychosocial well-being are discussed.

“My Culture Helps Me Make Good Decisions” Cultural Adaptation of Sudanese Refugee Emerging Adults

The last two decades have witnessed growing research on the experiences of children and youth after migration or resettlement. However, nearly all of this research focuses on children and youth who arrived in the country with their parents. We know little of the unique experiences of refugee youngsters who came to this country without parental company. How do they negotiate the different cultures in the absence of parents? In this article, we draw on in-depth interview data with 19 Sudanese emerging adults who came to the United States as unaccompanied refugee minors to examine issues of acculturation and adaptation. Our findings show that having a strong root in their native culture and identity helped them make good choices, maintain focus, and avoid distractions associated with negative aspects of the U.S. youth culture. Our participants also discussed the importance of learning the new ways. As a result, those who maintained their native culture and combined it with the positive aspect of the U.S. culture were the ones who did best in their adaptation. Our research confirms previous findings on immigrant and refugee youth with parents that a bicultural orientation is the best for adaptation. Our findings also illustrate a more specific and agentic process of cultural appropriation with a flexible orientation.