P.E.A.R.L.S.

1. P.E.A.R.L.S. Parents Enhancing Academic Readiness through Lessons about Strengths Rasheeda Abdullah, Nino Sanadze, Marilyn Espinal, & Melissa Diaz With Dr. Christy McWayne & Jacqueline Mattis

2. What is PEARLS? This project explores what Head Start parents raising children in urban low income communities think about positive parenting. Through this project we will learn about parents’ beliefs and values, parents’ goals for their children, and what parents do with their children to achieve those goals.

3. Background Research • In the 1960’s, Diana Baumrind introduced a typology that comparatively identified three models of parental control. • Authoritarian Parenting: • Consists of high levels of restrictive, punitive, rejecting and power assertive behaviors. • Authoritative Parenting: • Parental nurturing, involvement, sensitivity, reasoning and control. • Permissive Parenting: • High levels of warmth and acceptance but low levels of involvement and control.

4. Purpose Most of the research conducted in the past on parenting methods has focused only on white middle class families. However, in order for this research to be relevant for people of diverse backgrounds, cultural differences must be explored. The PEARLS project aims to document the many strengths and parenting skills of African American parents. As we learn about positive parenting in Black communities, we learn more about how we can influence school readiness in children.

5. Methodology • Sample • Ethnicity: Black Americans • Low SES (socio economic status) • Primary care givers of children currently enrolled in Head Start: ages 21-50 • Children: ages 3-5 years old • Representing centers in Brooklyn, Queens and Manhattan • Comprised 34 interviews and 10 focus groups

6. Methodology • Procedure • Created partnerships with Head Start centers. • Listening to parents through interviews and discussion groups. • “What are you most concerned about as a parent?” • “What are your goals and expectations for your child in their pre-school years?” • “Are there particular things that black parents do that you think of as good or effective ways of parenting?” • Data from interviews and discussion groups was videotaped, recorded, and transcribed.

7. Current Findings • Transcripts reveal some similarities among all black parents: • Parents want children to have better childhoods than the parents experienced as children. • Traits like patience, leadership, and determination are valued. • Religion and church play an important role. • Transcripts also indicate that differences exist in techniques used by African American parents. • Some parents rely on physical discipline while others do not.

8. Next Steps • Once transcription is completed, Drs. McWayne and Mattis will lead the content analysis of the transcripts. • The themes found in the transcripts will be used to create a measure that assesses parenting competence. • The second wave of the project involves examining the relation between parenting competence and children’s school readiness outcomes.

9. Limitations of the Study • Answers to questionnaires may not be truthful. • Results may not be relevant to parents who do not fit the characteristics of the sample. • Only three of New York City’s boroughs are currently represented in the study. • Questions may not accurately assess parents’ competence.

10. Discussion • The current study investigated the relationship between the black parenting techniques and school readiness in pre-school children. • As far as this study has been done we noticed that parenting in black communities differs from the middle class white parenting methods, because of the cultural differences, traditions and values. • Overall, parents’ ultimate goal is to see their children succeed and find happiness.

11. Future Applications of this Work • The gathered data can be analyzed by researchers and presented as articles in academic journals or as conference presentations. • Future researchers can use the scale created by this study in future work assessing the parenting of low income African American parents. • Community centers can develop workshops for family members teach them new, culturally relevant techniques to enhance their parenting and encourage child learning in the home.

12. Acknowledgments • Drs. Christine McWayne & Jacqueline Mattis • PEARLS Team: Melissa, Carolyn, Brooke, Onnie, and Linnie • Dr. Sat • Head Start Centers and our participants • NYU Steinhardt School of Culture, Education, and Human Development; Department of Applied Psychology • Staff members of HCS • Our audience

13. References • Acredolo, L. P., Goodwyn, S. W., Horobin, K. D., & Emmons, Y. D. (1999). The signs and sounds of early language development. In L. Baiter & C. S. Tamis-LeMonda (Eds.), Child psychology: A handbook of contemporary issues (pp. 116-139). Philadelphia: Psychology Press. • Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development, 37(4), 887-907. • Browne, M. W., & Cudek, R. (1993). Alternative ways of assessing model fit. In K.A. Bollen & J.S. Long (Eds.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage. • Carlson, E. A., Jacobvitz, D. & Sroufe, L. A. (1995). A developmental investigation of inattentiveness and hyperactivity. Child Development, 66, 37–54. • Cassidy, J. (1988). Child-mother attachment and the self in six-year-olds. Child Development, 59, 121–134. • Caughlin, J. P. & Huston, T. L. (2002). A contextual analysis of the association between demand/withdraw and marital satisfaction. Personal Relationships, 9, 95–119. • McWayne, C. M., Owsianik, M., Green, L. E., & Fantuzzo, J. W. (2008). Parenting behaviors and preschool children’s social and emotional skills: A question of the consequential validity of traditional parenting constructs for low-income African Americans. Early Childhood Research Quarterly, 23, 173-192. • Accessed from http://library.nyu.edu/.

15. Any Questions?