Abstract
Sixty-six mothers and their 4-year-old children recorded conversations about the children's experiences during a typical preschool day. Each dyad's ethnic background was either Hispanic or Anglo, with similar numbers of mother—daughter and mother—son pairs represented in each ethnic group. Both low- and middle-income dyads participated. The mother—child conversations were analyzed in order to identify the dyads' tendencies to elaborate on discussions of aspects of the school day related to learning, other individuals, and behavioral conduct as a function of the ethnicity of the dyad and the gender of the child. Gender of child was associated with dyads' propensities to devote differing percentages of their total conversational utterances to the discussion of other individuals and behavioral conduct, and interacted with ethnicity to produce different patterns of discussion related to the topic of learning. Mothers of boys used more elaborative utterances in their discussion of learning-related topics than did mothers of girls. Possible implications of these results for children's subsequent school-related attitudes and performance are discussed.
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This research was supported by a Faculty Research Grant from the University of Texas at San Antonio and a grant from the Spencer Foundation that were awarded to the first author. We thank Cecilia Cortez, Erik Davison, Melissa Grubbs, Todd Miller, Shawn O'Hora, and Dawn Ramirez for their assistance in data transcription and coding.
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Flannagan, D., Baker-Ward, L. & Graham, L. Talk about preschool: Patterns of topic discussion and elaboration related to gender and ethnicity. Sex Roles 32, 1–15 (1995). https://doi.org/10.1007/BF01544754
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DOI: https://doi.org/10.1007/BF01544754