The aim of this study was to determine if there is cross-ethnic variation in the relationships between parent behaviors, child behaviors, and... Show moreThe aim of this study was to determine if there is cross-ethnic variation in the relationships between parent behaviors, child behaviors, and young children’s academic and social functioning. Participants included 96 African American, 117 Hispanic, and 395 White 5-year-old children and their parents. Self-reported parenting (Support/Engagement and Hostility/Coercion) was assessed with the Parent Behavior Inventory. Observed parent (Scaffolding) and child behaviors (Engagement/Persistence) were assessed using the Three Boxes Task videotaped parent-child interaction paradigm. Children’s academic skills were measured with three subtests of the Woodcock-Johnson Tests of Achievement-3rd Edition (Letter-Word Identification, Passage Comprehension, and Quantitative Concepts), and their social skills were measured with the Social Skills Rating System. Results of moderated regression analyses indicated that there were no direct effects of parenting on academic achievement, but that child Engagement/Persistence was related to academic achievement. With regard to social skills, Support/Engagement was related to Cooperation, Assertion, Responsibility, and Self-Control, while Hostility/Coercion was related to Cooperation, Responsibility, and Self-Control. Scaffolding was not directly related to social skills. Also, these analyses showed that the majority of these relationships were invariant across ethnic groups, with only a few significant interaction effects. Specifically, higher levels of Scaffolding were related to higher reading scores for African American children, while Scaffolding was not related to reading for White children. Although higher levels of Hostility/Coercion were related to lower reading scores for White children, this relationship was not significant for Hispanic children. Higher levels of Scaffolding were related to higher math scores for African American children. For White children, however, higher levels of Scaffolding were related to lower math scores. There were no ethnic differences in the relation between parent and child behaviors and social skills. Finally, results indicated that Scaffolding was indirectly related to academic and social functioning through Engagement/Persistence, and there was no ethnic variation in these relationships across African American, Hispanic, and White children. The implications of these findings and future directions for research are discussed. Ph.D. in Psychology, May 2011. Show less
