OBJECTIVES This study investigated what low-income, African American mothers say to their children about the value of education and how children respond to these messages. METHOD Qualitative methods were used to analyze 43 videotaped mother-child conversations about disagreements regarding school and education. The conversations had been videotaped for the Early Head Start Research and Evaluation Project when children were in fifth grade. RESULTS The majority of discussions about school and education were initiated by mothers, not children. Mothers' reasons concerning the importance of education mostly reflected utility values. No mother criticized teachers or accepted children's attempts to blame external factors for poor performance. Children were open with their mothers and seemed to accept their standards. CONCLUSIONS The findings underscore the sincerity of most mothers' communications to children about the importance of education and their children's receptivity to these messages. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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非洲裔美国母亲和孩子之间关于学校和教育的对话。

目的这项研究调查了低收入的非洲裔美国母亲对孩子说的关于教育的价值以及孩子如何回应这些信息。方法采用定性方法，分析了关于学校和教育方面分歧的43条录像的母子对话。当孩子们在五年级的时候，这些对话已经被录入了“早期抢先研究和评估项目”中。结果关于学校和教育的大多数讨论是由母亲而不是孩子发起的。母亲关于教育重要性的原因主要反映了实用价值。没有妈妈批评老师或接受孩子指责外部表现不好的企图。孩子们对母亲开放，似乎接受了他们的标准。结论研究结果突显了大多数母亲与孩子沟通的诚意，他们对教育的重要性以及孩子对这些信息的接受能力表示诚意。（PsycINFO数据库记录（c）2020 APA，保留所有权利）。