dc.contributor.advisor | Ispa, Jean | eng |
dc.contributor.author | Csizmadia, Annamaria, 1973- | eng |
dc.date.issued | 2008 | eng |
dc.date.submitted | 2008 Summer | eng |
dc.description | The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. | eng |
dc.description | Title from title screen of research.pdf file (viewed on August 3, 2009) | eng |
dc.description | Vita. | eng |
dc.description | Thesis (Ph. D.) University of Missouri-Columbia 2008. | eng |
dc.description.abstract | [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] With a median age of 9.7 years Black-White biracial children represented the youngest race combination in the 2000 U.S. Census. Hence, how parents designate them racially is of relevance. Furthermore, during middle childhood biracial children must negotiate increasingly important peer relations in tandem with their own and their peers' racial awareness, which may pose a challenge to their adjustment. Utilizing Bronfenbrenner's ecological theory and the racial socialization literature, this study examined 239 Black-White biracial children's interpersonal skill, externalizing, and internalizing behavior trajectories, their associations with children's parent-reported race, and the moderating effects of child gender, parent socio-economic status, and school minority concentration on these links. Three-level linear growth models suggested no-growth trajectories of children's teacher-reported interpersonal skills and internalizing behaviors, and slight increases in their externalizing behaviors between kindergarten and fifth grade. Children's parent-reported race significantly predicted patterns of change only in externalizing behaviors. Child gender and school minority concentration did not moderate these relations. Parent SES status had a significant positive effect on children's internalizing behavior trajectories, and a near-significant moderating effect on their links to children's parent-reported race. Implications of these findings for future research are also discussed. | eng |
dc.description.bibref | Includes bibliographical references. | eng |
dc.identifier.merlin | b70600259 | eng |
dc.identifier.oclc | 428977974 | eng |
dc.identifier.uri | https://doi.org/10.32469/10355/6053 | eng |
dc.identifier.uri | https://hdl.handle.net/10355/6053 | |
dc.language | English | eng |
dc.publisher | University of Missouri--Columbia | eng |
dc.relation.ispartofcommunity | University of Missouri--Columbia. Graduate School. Theses and Dissertations | eng |
dc.rights | Access is limited to the campus of the University of Missouri--Columbia. | eng |
dc.subject.lcsh | Racially mixed children -- Family relationships | eng |
dc.subject.lcsh | Racially mixed children -- Ethnic identity | eng |
dc.subject.lcsh | Interpersonal relations in children | eng |
dc.subject.lcsh | School children -- Social conditions | eng |
dc.subject.lcsh | School children -- Economic conditions | eng |
dc.title | Biracial children's psychosocial development from kindergarten to fifth grade : links to individual and contextual characteristics | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Human development and family studies (MU) | eng |
thesis.degree.grantor | University of Missouri--Columbia | eng |
thesis.degree.level | Doctoral | eng |
thesis.degree.name | Ph. D. | eng |