COVID-19 Pediatric Vaccine Hesitancy among Racially Diverse Parents in the United States

On 29 October 2021, the U.S. FDA authorized the Pfizer-BioNTech COVID-19 (SARS-CoV-2) vaccine for emergency use in children ages 5–11 years. Racial/ethnic minorities have born the greatest burden of pediatric COVID-19 infection and hospitalization. Research indicates high prevalence of parental vaccine hesitancy among the general population, underscoring the urgency of understanding how race/ethnicity may influence parents’ decision to vaccinate their children. Two weeks prior to FDA approval, 400 Hispanic and non-Hispanic Asian, Black, and White parents of children 5–10 years participated in an online survey assessing determinants of COVID-19 pediatric vaccine hesitancy. Compared to 31% Black, 45% Hispanic, and 25% White parents, 62% of Asian parents planned to vaccinate their child. Bivariate and multivariate ordinal logistic regression demonstrated race/ethnicity, parental vaccine status, education, financial security, perceived childhood COVID-19 susceptibility and severity, vaccine safety and efficacy concerns, community support, and FDA and physician recommendations accounted for 70.3% of variance for vaccine hesitancy. Findings underscore the importance of multipronged population targeted approaches to increase pediatric COVID-19 vaccine uptake including integrating health science literacy with safety and efficacy messaging, communication efforts tailored to parents who express unwillingness to vaccinate, and interventions developed in partnership with and delivered through existing trusted community coalitions.

White Parents’ Socialization of Racial Attitudes: A Commentary on Scott et al. (2020)

In the September 2020 issue of Perspectives, Scott et al. argued that there is insufficient empirical work on White parents’ racial-socialization strategies to support generalizations about the topic and, therefore, that journalists’ recommendation that White parents discuss race and racism with their children represents a case of speculation without evidence. Although we strongly support Scott et al.’s call for additional, rigorous research on racial socialization in White families, we argue that their critique of popular-press pieces was unwarranted. Specifically, we argue that, although definitive tests of the effects of specific White parental racial-socialization strategies are lacking, the recommendation for parents to discuss race and racism with their children is both appropriate and empirically grounded. We describe research on racial socialization, intergroup contact, and cognitive development that is consistent with recommendations from developmental scientists reported in the popular press. Furthermore, we argue that parents may be the ideal socializers of racial attitudes. We conclude with a discussion of the broad context concerning media reports of findings from psychological science.

Relations between Subdomains of Home Math Activities and Corresponding Math Skills in 4-Year-Old Children

Most studies on the subject have investigated relations between home math activities and child math skills, without paying much attention to the specific skills that such activities foster and their alignment with children’s math assessments. The present study examined specific relations between subdomains of home math activities and children’s corresponding math skills (e.g., home counting/cardinality activities related to children’s counting/cardinality skills). Participants were 78 mostly middle-income, White parents and their four-year-old children (M age = 53.19 months; 45% girls). Parents completed a 24-item survey about the frequency of home activities supporting five subdomains of math: counting/cardinality, set comparison, number identification, adding/subtracting, and patterning. Children’s skills in these same five subdomains were assessed using the Preschool Early Numeracy Scale (PENS) and the Early Patterning Assessment. Specific relations were observed in set comparison, adding/subtracting, and patterning, such that higher frequency of home activities in these subdomains related to advanced child math skills in the corresponding subdomains. No specific relations were found in counting/cardinality and number identification. Overall home math activities averaged across the five math subdomains positively related to children’s overall math skills. Findings highlight the importance of engagement in specific math activities in the home environment and their significance for corresponding child math development.

Pediatric Otolaryngology During COVID-19: Parental Concern About Elective Surgery

Objective: To identify the concerns of parents whose children may need elective surgery during the COVID-19 pandemic. Methods: In December 2020, parents of pediatric otolaryngology patients were recruited for a survey about concerns related to elective surgery during the COVID-19 pandemic. A Likert scale quantified concern. The 1 was anchored “Not at all important” and 5 was “Most important.” Demographics included gender, age, race, education level, number of children in household, and whether their child had surgery since March 2020. Results: About 253 participants were included. Medians ranged from 1 for concerns about emotional and family support to 4 for concerns about their child being exposed to COVID-19 in the Emergency Room. Black parents were more concerned about the risks of COVID than White parents; they were more concerned about their child contracting COVID-19 during surgery compared to White parents, median was 4 versus 3 ( P = .027). Black parents had a median score of 3 for concern about medical expenses compared to a median of 2 ( P = .001). Parents of children who had surgery since March 2020 had less concern about their child being exposed to COVID-19 during hospitalization ( P = .045) and less concern about critique from others ( P = .024). Conclusion: Parents were most concerned about the risk of seeking Emergency Room care. Black parents were generally more concerned about having their child undergo elective surgery. Whether this is translated into fewer Black children undergoing important but elective surgery requires more study.

Conversations about race in Black and White US families: Before and after George Floyd’s death

Research has shown that Black parents are more likely than White parents to have conversations about race with their children, but few studies have directly compared the frequency and content of these conversations and how they change in response to national events. Here we examine such conversations in the United States before and after the killing of George Floyd. Black parents had conversations more often than White parents, and they had more frequent conversations post-Floyd. White parents remained mostly unchanged and, if anything, were less likely to talk about being White and more likely to send colorblind messages. Black parents were also more worried than White parents—both that their children would experience racial bias and that their children would perpetrate racial bias, a finding that held both pre- and post-Floyd. Thus, even in the midst of a national moment on race, White parents remained relatively silent and unconcerned about the topic.