The hair combing interaction is proposed as a naturalistic observational research paradigm, within the conceptual framework of attachment theory, for understanding the socioemotional domains of African-American mother-child relationships. A pilot study of 11 mother-daughter dyads explores the validity of the hair combing context for assessing strategies of racial and gender socialization of children, evolving mother-child relationships, and the formation of internal working models of attachment relationships. The model is discussed as a method for research into enduring qualities of the mother-child relationship.
Research on children’s coping post hurricane is still in its infancy. A sociocultural perspective within a disaster-specific context provided the framework for this qualitative study. A systematic analysis using a theoretically derived coding system was conducted of the responses to open-ended questions about coping strategies post Hurricane Katrina of African American children (N = 42; ages 7 to 12) and their parents (N =38). Results indicated that both children and parents reported active coping strategies most frequently followed by adaptive coping strategies and avoidance. The subtypes of coping responses reported most frequently included emotionally processing with family and kinship members, distraction (play and work), seeking meaning and understanding (religious or spiritual guidance) and seeking social support and coping assistance. Implications for developing strengths-based, culturally relevant and developmentally specific post-disaster interventions for African American children and their parents are discussed, and the need for additional research on relational coping processes post-disaster.
Findings support the need for a better understanding of discriminatory experiences and their impact on women's experiences during prenatal care and poor birth outcomes.
Little empirical knowledge exists about the importance of culture and the sociopolitical context of race's influence on the social development of infants and young children. In this article, we review current research on the transmission of race and culture to the developing child. Utilizing a historical theoretical framework proposed by Margaret Mahler and colleagues' (1975) theory of infant's development of a separate self, we will examine the potential influence of racial context on children's development. Observational videotaped research methods will be used to describe several young children ages 6 months to 36 months from several racial/ethnic groups and their preferences for "same-race" and "different-race" dolls during structured play. How infants at different stages of social development notice differences associated with racial phenotype of toys during their play, how parents of these young children discuss issues of culture and race with their children, and the reasons underlying these discussions will be described for this sample. Finally, we discuss future research questions and areas of study suggested by the findings of this pilot study.
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