OBJECTIVES This measurement validity study assesses the Hughes and Chen (1997) Multidimensional Scale of Race Socialization in an early childhood sample to examine when ethnic-racial socialization (ERS) strategies emerge and the degree to which they are employed with young children. METHOD We administered the Multidimensional Scale among a sample of 407 African American and Latinx families. Data were collected across four waves (child ages 2.5-7.5 years). Longitudinal, multigroup confirmatory factor analyses were modeled to test (a) factorial validity of the extant measure in a novel group, (b) equivalence of measuring ERS across age, gender, and ethnicity, and (c) latent means across the sample. RESULTS The two-factor model was validated in this early childhood sample and measured invariantly across all waves and groups. Latent means of cultural socialization and preparation for bias steadily increased across early childhood with noteworthy differences in effect sizes (.58-.75, respectively) between the second and third assessments when the majority of children entered kindergarten. Latent means did not differ for caregivers on account of child gender. African American caregivers reported greater messaging of cultural socialization (ES range: .44-1.55) than Latinx caregivers, and also reported greater preparation for bias than their Latinx peers but only at school entry (ES = .66). CONCLUSIONS This study provides evidence that ERS strategies commonly used with older children emerge very early on in family experiences and supports the notion that the transition to kindergarten marks a notable ecological shift for ethnic minority children. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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非裔美国人和拉丁裔家庭的种族-种族社会化的出现：整个幼儿期的阶乘有效性和测量不变性的证据。

目标 本测量有效性研究评估了 Hughes 和 Chen（1997）在幼儿样本中的多维种族社会化量表，以检验民族-种族社会化（ERS）策略何时出现以及它们在幼儿中的应用程度。方法 我们在 407 个非裔美国人和拉丁裔家庭样本中实施了多维量表。收集了四波（2.5-7.5 岁儿童）的数据。纵向、多组验证性因素分析被建模以测试 (a) 新组中现存测量的因子有效性，(b) 跨年龄、性别和种族测量 ERS ​​的等效性，以及 (c) 样本中的潜在均值。结果 双因素模型在这个幼儿期样本中得到验证，并在所有波次和组中进行不变测量。文化社会化的潜在手段和偏见的准备在整个幼儿期稳步增加，当大多数儿童进入幼儿园时，第二次和第三次评估之间的效果大小存在显着差异（分别为 .58-.75）。照料者的潜在手段没有因儿童性别而不同。非裔美国人的看护人比拉丁裔看护人报告了更多的文化社会化信息（ES 范围：0.44-1.55），并且还报告说比他们的拉丁裔同龄人有更多的偏见准备，但仅限于入学时（ES = .66）。结论 本研究提供的证据表明，通常用于大龄儿童的 ERS ​​策略很早就出现在家庭经历中，并支持这样一种观点，即向幼儿园的过渡标志着少数民族儿童的显着生态转变。