Dialectal Differences Between Middle-Class Black and White Children Who do and do Not Associate with Lower-Class Black Children

1975 ◽  
Vol 18 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Francis Terrell
1972 ◽  
Vol 30 (2) ◽  
pp. 651-654 ◽  
Author(s):  
William D. Ward

32 second-grade children were assessed on measures of sex-role preference and parental imitation. The middle-class white boys were more masculine in preference than the middle-class white girls were feminine ( t = 3.43, p < .01), and lower-class black girls tended to be more mother imitative than the lower-class black boys were father imitative ( r = 2.09, p < .06). No such differences were found in sex-role preference for blacks or in imitation for whites. The results indicated that there was a dominant masculine influence in the development of sex-role preference among middle-class white children and a dominant feminine influence in parental imitation among lower-class black children.


1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1201-1202 ◽  
Author(s):  
Theron M. Covin ◽  
Gary L. Hatch

Differences in WISC-R Full Scale mean IQs by age for 931 lower-class English-speaking Southern children were reported. Black children and white children tended to have similar mean IQs at Age 6 ( t = —0.55). By Age 9 the differences in mean IQ became distinct and increased with age. The mean IQ of the black children declined after Age 8 while the mean IQ of the white children remained about the same or increased after Age 8.


PEDIATRICS ◽  
1999 ◽  
Vol 104 (Supplement_1) ◽  
pp. 151-157 ◽  
Author(s):  
Michael Weitzman ◽  
Robert S. Byrd ◽  
Peggy Auinger

Objective. To compare the health, behavior and school problems, and use of medical, mental health, and special education services of privately insured, middle class black and white children in the United States. Design/Methods. Analyses of the Child Health Supplement to the 1988 National Health Interview Survey, with a nationally representative sample of 17 110 children age 0–17 years. Results. Privately insured middle class black children had fewer chronic health conditions, but were less likely to be reported to be in excellent health (46.2% vs 57.3%) and more likely to have had asthma (8.5% vs 5.8%) or to have been of low birth weight (10.7% vs 5.6%). There were no differences in rates of having a usual source of routine care (92.2% vs 93.8%) or of being up to date with well-child care (79.3% vs 78.2%), but black children made fewer physician visits, were less likely to use physicians' offices, were more likely to lack continuity of care, and were twice as likely to use emergency departments. These differences in use of medical services persisted in multivariate analyses and analyses restricted to more affluent children. Despite similar rates of behavior problems, black children were more likely to repeat a grade (20.0% vs 12.3%) and to have been suspended from school (11.3% vs 5.0%). Although significantly fewer black middle class children received mental health or special education services in bivariate analyses, no differences in receipt of these services were noted in multivariate analyses. All differences reported were significant. Conclusions. Among middle class children in the United States, black and white children have similar rates of health and behavior problems, but black children experience substantially increased rates of asthma, low birth weight, and school difficulties. Although not differing in the receipt of mental health or special education services, middle class black children, even in the presence of private health insurance, have markedly different sources and patterns of use of medical services.


2008 ◽  
Vol 26 (8) ◽  
pp. 1282-1288 ◽  
Author(s):  
Monika L. Metzger ◽  
Sharon M. Castellino ◽  
Melissa M. Hudson ◽  
Shesh N. Rai ◽  
Sue C. Kaste ◽  
...  

Purpose Some cooperative groups have found a survival disadvantage in black children with various childhood cancers. We examine the effects of race on clinical outcomes among children with Hodgkin's lymphoma (HL) treated with contemporary therapy at a tertiary care children's hospital. Patients and Methods Retrospective analysis of 327 children and adolescents diagnosed with HL between 1990 and 2005. Patients were treated with risk-directed multimodal therapy regardless of race, ethnicity, or ability to pay. Event-free and overall survival rates were compared for black and white children. Clinical characteristics, socioeconomic factors, and biologic features were analyzed for prognosis of treatment failure. Results The 262 white and 65 black patients did not differ significantly in presenting features, clinical characteristics, or enrollment in a clinical trial. More black patients (71% v 45%) resided in poor counties (P < .001). While black and white children were equally likely to have progressive disease or early relapse, black children were 3.7 times (95% CI, 1.7 to 8.0) more likely to relapse 12 months or more after diagnosis. The 5-year event-free survival was 71% ± 6.1% (SE) for black and 84% ± 2.4% for white children (P = .01). However, the 5-year survival rate did not differ between white and black children (94.4% v 94.7%). While black race and low hemoglobin concentration were independent predictors of treatment failure, only low hemoglobin concentration independently predicted poor survival. Conclusion Black children with Hodgkin's lymphoma have lower event-free survival than white children, but both populations have the same 5-year overall survival.


1999 ◽  
Vol 20 (3) ◽  
pp. 429-447 ◽  
Author(s):  
VALERIE WHITTLESEY ◽  
ELIZABETH F. SHIPLEY

The present study examined the ability of younger and older preschool children from different backgrounds (16 middle-class black, 16 middle-class white, 16 working-class black, and 16 working-class white) to map labels to objects and to establish inclusion relationships. The children were taught novel labels for perceptually related and unrelated unfamiliar objects. Although the groups were similar in their ability to comprehend the first label during the first session, white children produced the first label more. When additional labels were taught during subsequent sessions, the differences among the groups of children were augmented. Although children from all backgrounds applied labels to objects based on initial labelings, middle-class, white, and older children did this to a greater extent than working-class, black, and younger children. Evidence for the use of inclusion relations for perceptually related target objects was not found for the children; rather, the children used a mutually exclusive labeling strategy.


1976 ◽  
Vol 39 (3_suppl) ◽  
pp. 1269-1270 ◽  
Author(s):  
Theron M. Covin ◽  
Gary L. Hatch

WISC IQs obtained by 300 black children and 300 white children were compared. The subjects were 15 white males, 15 white females, 15 black males, and 15 black females at each age level from 6 to 15 yr. Mean IQs on the Verbal, Performance, and Full Scale for blacks were 6968, 6992, and 6691 respectively and were significantly lower than the respective average of 7980, 7980, and 7950 for whites. Means, standard deviations, and ts for stratified samples by sex and race were also reported.


1975 ◽  
Vol 41 (1) ◽  
pp. 35-40
Author(s):  
C. Milton Blue ◽  
Glenn A. Vergason

The auditory discrimination of first and third grade children of low socio-economic status was investigated. 17 black and 17 white children were randomly selected from the two grades. The condition for listening was varied, i.e., discrimination in condition of quiet and discrimination in condition of noise, through the use of the Goldman-Fristoe-Woodcock Test of Auditory Discrimination. White third graders were superior performers. The expectation, from the literature, that the auditory discrimination of children from low socio-economic levels would be depressed in conditions of noise was not supported. In fact, black children performed in an inferior manner in conditions of quiet.


1985 ◽  
Vol 9 (3) ◽  
pp. 277-291
Author(s):  
Jonathan B. Pritchett

The Rapid increase in public spending for white schools that occurred in North Carolina after the turn of the century led to a large racial disparity in the amount spent per child by 1910. Previous scholars have attributed this racial difference in school spending to the disfranchisement of the black voter (Margo, 1982). It was argued that once blacks were prevented from voting, the white members of the school boards were able to divert the public funds which were initially allocated for the education of black children. The most widely accepted version of this theory is credited to Horace Mann Bond (1934) who studied education expenditures for black children in Alabama. Bond argued that the governmental level at which schools were financed was important in determining the racial division of public school funds since the white members of the county school boards were particularly inclined to divert the funds allocated by the state government. The state funds which were allocated to the local school boards in Alabama were not required to be shared equally between black and white students. After blacks had been disfranchised, the county school boards responded by allocating a disproportionate share of these state funds for the education of white children.


Author(s):  
Shervin Assari ◽  
Shanika Boyce ◽  
Mohsen Bazargan ◽  
Cleopatra H. Caldwell

Family conflict is known to operate as a major risk factor for children’s suicidal thoughts and behaviors (STBs). However, it is unknown whether this effect is similar or different in Black and White children. Objectives: We compared Black and White children for the association between family conflict and STBs in a national sample of 9–10-year-old American children. Methods: This cross-sectional study used data from the Adolescent Brain Cognitive Development (ABCD) study. This study included 9918 White or Black children between the ages of 9 and 10 living in married households. The predictor variable was family conflict. Race was the moderator. The outcome variable was STBs, treated as a count variable, reflecting positive STB items that were endorsed. Covariates included ethnicity, sex, age, immigration status, family structure, parental education, and parental employment, and household income. Poisson regression was used for data analysis. Results: Of all participants, 7751 were Whites, and 2167 were Blacks. In the pooled sample and in the absence of interaction terms, high family conflict was associated with higher STBs. A statistically significant association was found between Black race and family conflict, suggesting that the association between family conflict and STBs is stronger in Black than White children. Conclusion: The association between family conflict and STBs is stronger in Black than White children. Black children with family conflict may be at a higher risk of STBs than White children with the same family conflict level. These findings align with the literature on the more significant salience of social relations as determinants of mental health of Black than White people. Reducing family conflict should be regarded a significant element of suicide prevention for Black children in the US.


2021 ◽  
Author(s):  
Jellie Sierksma ◽  
Elizabeth Brey ◽  
Kristin Shutts

Young children’s racial stereotyping is poorly understood even though stereotyping can influence individuals’ attitudes and behavior toward others. Here we present two preregistered studies (Total N = 257) examining White American children’s (4–8 years) application of six stereotypes (about being American, smart, wealthy, athletic, trustworthy, and nice) when considering Asian, Black, and White children. We observed clear and consistent evidence for only one cultural stereotype across the two studies: participants indicated that Asian and Black children were less American than White children. In a measure of racial attitudes, participants also preferred White children over Black and Asian children. Taken together, this research suggests that, in contrast to findings from previous work, only stereotypes about being American emerge in early childhood. Moreover, this research indicates that children’s cultural stereotypes diverge from children’s attitudes early in development. These studies raise new questions about the emergence of racial stereotype application early in childhood.


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