Little is known about how developmental experiences spanning early childhood through adolescence prepare children and youth to engage with society, and even less so for ethnically diverse Black children and youth. Building from work linking positive youth development (PYD) to civic engagement, this study examined how socialization trajectories from early childhood through adolescence in concert with early childhood experiences and contexts related to adolescent civic development. Person-centered analysis (PCA) through trajectory modeling was conducted using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Family-level inclusion criteria was used to identify the subsample wherein at least 1 parent identified as Black or African American (N = 3,562); 49.5% of children were female. The ECLS-K component measure of socioeconomic status (SES) indicated that most families were from low SES backgrounds (54.5%), followed by middle and upper-middle class (36.4%,), then upper-middle class and beyond (9.1%). Civic development was measured by the PYD outcomes of competence, confidence, connection to school and peers, caring, and character, which have positively accounted for civic engagement across ethnically and racially diverse youth. Findings suggest that diversity in socialization experiences, sociocultural background, and context result in differential outcomes of civic development. This builds on previous civic engagement work by affirming the importance of parental perceptions, civic opportunity, socialization practices, and context. Moreover, this work highlights ethnic diversity among Black youth in civic development and suggests that being from an immigrant family is associated with differential civic outcomes relative to their nonimmigrant counterparts. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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背景下公民社会化的轨迹：检查非裔美国人和黑人移民家庭中儿童的差异。

人们对从幼儿期到青春期的发展经历如何让儿童和青年做好与社会交往的准备知之甚少，对于种族多样化的黑人儿童和青年来说更是如此。本研究以将青年积极发展 (PYD) 与公民参与联系起来的工作为基础，研究了从儿童早期到青春期的社会化轨迹如何与儿童早期经历和与青少年公民发展相关的背景相协调。使用早期儿童纵向研究，1998-99 幼儿园班级 (ECLS-K) 通过轨迹建模进行以人为中心的分析 (PCA)。使用家庭级别的纳入标准来确定子样本，其中至少有 1 个父母被确定为黑人或非裔美国人（N = 3,562）；49.5% 的儿童是女性。ECLS-K 社会经济地位 (SES) 分量测量表明，大多数家庭来自低 SES 背景 (54.5%)，其次是中上阶层 (36.4%)，然后是中上阶层及以上 (9.1%) ）。公民发展是通过 PYD 的能力、信心、与学校和同龄人的联系、关怀和品格的结果来衡量的，这些结果积极解释了不同种族和种族青年的公民参与。研究结果表明，社会化经历、社会文化背景和环境的多样性导致了公民发展的不同结果。这建立在之前的公民参与工作的基础上，肯定了父母观念、公民机会、社会化实践和背景的重要性。而且，这项工作突出了公民发展中黑人青年的种族多样性，并表明来自移民家庭的人与非移民同龄人相比，与不同的公民结果有关。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。