Parental Race/Ethnicity and Children’s Summer Activities: A Critical Race Approach

Abstract

Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 ( N = 3,748), we examine how children’s summer activities vary across White, Black, Latino, and Asian American families, net of socioeconomic and other characteristics. Overall, a majority of children play outside and use screen media daily, do learning activities three days or more per week, and take family trips. Attending summer school or camps is less common. As predicted from critical race perspectives, Black parents have children spend more time attending camps than other parents. Compared with White parents, Black and Asian parents have their children engaged in academic activities more and play outside less; Latino parents do learning activities with their children less, but are more likely to have them tutored. All the three non-White groups allow children to spend more time using screen media. More quantitative research using critical race perspectives in conceptualizing racial/ethnic differences in parenting is warranted.

Parental Investments of Money for White, Black, and Hispanic Children in the United States

“…In turn, these parental investments of money are thought to shape children’s well-being, adolescent achievement, and later life attainment. In contrast to work on inequalities in parenting by social class, parental investments of money have not been a focal point of research on differences in parenting by race and ethnicity, which instead has focused on parenting actions and children’s activities (e.g., Cheadle and Amato 2011; Lareau 2011; Nomaguchi et al forthcoming). This body of work strongly suggests racial and ethnic differences in parental investments of money, something this visualization more clearly documents.…”