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ERIC Number: EJ878487
Record Type: Journal
Publication Date: 2009
Pages: 20
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-0022-2984
Investigating whether and when Family Ethnic/Race Socialization Improves Academic Performance
Brown, Tony N.; Tanner-Smith, Emily E.; Lesane-Brown, Chase L.
Journal of Negro Education, v78 n4 p385-404 Fall 2009
This study examined the link between family ethnic/race socialization and Black kindergarteners' and first graders' academic performance as measured by their general knowledge, math, and reading assessment scores. Drawing on identity theory, the authors predicted that repeated instances of family ethnic/race socialization would increase academic performance by affirming self-schemas and preparing young Black children for racialized experiences. Survey data used to address the prediction were nationally representative and longitudinal, and gathered as part of the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K). Results showed that routine family ethnic/race socialization was associated with high assessment scores from kindergarten to first grade. Overall identity theory was supported but certain results were unexpected. For example, there was evidence of a curvilinear relationship between family ethnic/race socialization and academic performance where too infrequent or frequent socialization had negligible impact. (Contains 8 tables.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey