Erin Pahlke
Biographic Data
| ID | 248492 |
|---|---|
| NAME | Erin Pahlke |
| GIVEN NAMES | Erin |
| FAMILY NAME | Pahlke |
| SIGNATURE | PAHLKE E |
| AFFILIATIONS | Whitman College |
| ORCID | 0000-0001-7188-8666 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 169 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 7 |
Predictors of White parents' racial socialization: Links to attributions for racial inequalities and views of White privilege
To explore predictors of variations in White parents’ racial socialization messages, we collected data on racial socialization practices, attributions for racial inequalities, and views about White privilege from White parents of White children between the ages of 10 and 14 ( N = 194). After controlling for education and political ideology, endorsement of external attributions for racial inequality was related to sending more frequent messages ab…
White Parents’ Socialization of Racial Attitudes: A Commentary on Scott et al. (2020)
In the September 2020 issue of Perspectives, Scott et al. argued that there is insufficient empirical work on White parents’ racial-socialization strategies to support generalizations about the topic and, therefore, that journalists’ recommendation that White parents discuss race and racism with their children represents a case of speculation without evidence. Although we strongly support Scott et al.’s call for additional, rigorous research on r…
The elephant (and donkey) in the room: Parents’ approaches to political socialization surrounding the 2020 US election
The current study examined parents’ attitudes toward political socialization and political socialization messages related to the 2020 United States presidential election, using a sample of 185 parents of 6‐ to 12‐year‐old children from across the United States. Overall, parents viewed political socialization as somewhat important. However, a meaningful number of parents indicated beliefs that political socialization was not important, that their …
White parents’ racial socialization and young adults’ racial attitudes: Moral reasoning and motivation to respond without prejudice as mediators
This study examined relations between parental racial socialization messages (i.e., egalitarianism, racemute, and preparation for bias) and racial attitudes in a sample of 282 White young adults (ages 18–22) in the United States. Egalitarianism messages were positively related to warmth toward racial outgroup members, whereas preparation for bias was negatively related to warmth toward racial outgroup members. In both cases the relation between r…
Gender and Education
Parents’ School Satisfaction and Academic Socialization Predict Adolescents’ Autonomous Motivation: A Mixed-Method Study of Low-Income Ethnic Minority Families
In this mixed-methods study, we used an explanatory sequential design to investigate the processes through which parental involvement influences adolescents’ achievement motivation. One hundred twenty low-income urban parents and their sixth-grade adolescents completed questionnaires, and a subsample of 11 mothers and 11 adolescents were interviewed. Parents’ questionnaires measured their satisfaction with their childhood school experiences, thei…
Reasoning About Single-Sex Schooling for Girls Among Students, Parents, and Teachers
Can Fostering Children's Ability to Challenge Sexism Improve Critical Analysis, Internalization, and Enactment of Inclusive, Egalitarian Peer Relationships
Elementary school‐age children ( N = 137, 70 boys, ages 4–10) were randomly assigned to receive one of two types of lessons aimed at increasing the inclusiveness of peer relations and improving children's ability to identify bias in media. Children in the pro‐social condition were taught to identify and respond to undesirable/unfair social behaviors (e.g., teasing), whereas children in the pro‐egalitarian condition were taught to respond to these…
Home-Based Parental Involvement in Young Children’s Learning Across U.S. Ethnic Groups: Cultural Models of Academic Socialization
Despite a growing body of research on school-based parental involvement, our knowledge of home-based involvement beliefs and practices, and how these vary across ethnic groups, remains limited. Our study addresses this gap by exploring how the meanings of educational achievement and parents’ roles in young children’s learning vary across ethnic groups. The aim of this study was to construct a detailed picture of the landscape of parental home-bas…
The effects of single-sex compared with coeducational schooling on students' performance and attitudes: A meta-analysis
Proponents of single-sex (SS) education believe that separating boys and girls, by classrooms or schools, increases students' achievement and academic interest. In this article, we use meta-analysis to analyze studies that have tested the effects on students of SS compared with coeducational (CE) schooling. We meta-analyzed data from 184 studies, representing the testing of 1.6 million students in Grades K-12 from 21 nations, for multiple outcome…
Gender‐typed behaviors, achievement, and adjustment among racially and ethnically diverse boys during early adolescence
This research examined the relations between adherence to gender-typed behaviors in boys' friendships, achievement, and self-esteem. Participants were racially and ethnically diverse adolescent boys in grade 8 (Mage = 13.05; range = 12-14). The study was completed at a public junior high school that offered both single- and mixed-gender classes. Data were collected in 2 waves, the first wave in fall of 2010 and the second in spring of 2011. At ea…
Classroom sex composition and first-grade school outcomes: The role of classroom behavior
Using nationally representative data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N=21,409; 10,452 girls and 10,957 boys; mean age=7.24years), the association between first-grade classroom sex composition (CSC), measured as the percentage of female students, and end of the year academic (reading, mathematics) and socio-emotional (externalizing problems, internalizing problems, self-control, interpersonal skills) outcomes was e…
Relations Between Colorblind Socialization and Children’s Racial Bias: Evidence From European American Mothers and Their Preschool Children
To examine European American parents' racial socialization, mothers (n = 84) were videotaped while reading 2 race-themed books to their 4- to 5-year-old children and completed surveys concerning their racial attitudes and behaviors. Children completed measures of their racial attitudes and both groups (mothers and preschoolers) predicted the others' racial attitudes. Results indicated that nearly all mothers adopted "colormute" and "colorblind" a…
The Efficacy of Single-Sex Education: Testing for Selection and Peer Quality Effects
Student Characteristics Associated with Girls’ Success in a Single-sex School
Effects of Learning About Historical Gender Discrimination on Early Adolescents’ Occupational Judgments and Aspirations
To examine the consequences of learning about gender discrimination, early adolescents ( n = 121, aged 10-14) were randomly assigned to receive either (a) standard biographical lessons about historical figures (standard condition) or (b) nearly identical lessons that included information about gender discrimination (discrimination condition). Additional students ( n = 46) did not receive lessons (control condition). At immediate posttest, student…
African American Mothers' Socialization Beliefs and Goals With Young Children: Themes of History, Education, and Collective Independence
Although research on African American family socialization is increasing, little is known about the beliefs, goals, and strategies of middle-class parents of young children. This study's aim was to address this research gap by examining three key aspects of parental socialization. First, the authors investigated whether and how African American mothers engage in racial socialization. Second, they examined the meanings of educational achievement t…
Relations Between Colorblind Socialization and Children’s Racial Bias: Evidence From European American Mothers and Their Preschool Children
To examine European American parents' racial socialization, mothers (n = 84) were videotaped while reading 2 race-themed books to their 4- to 5-year-old children and completed surveys concerning their racial attitudes and behaviors. Children completed measures of their racial attitudes and both groups (mothers and preschoolers) predicted the others' racial attitudes. Results indicated that nearly all mothers adopted "colormute" and "colorblind" a…
African American Mothers' Socialization Beliefs and Goals With Young Children: Themes of History, Education, and Collective Independence
Although research on African American family socialization is increasing, little is known about the beliefs, goals, and strategies of middle-class parents of young children. This study's aim was to address this research gap by examining three key aspects of parental socialization. First, the authors investigated whether and how African American mothers engage in racial socialization. Second, they examined the meanings of educational achievement t…
The effects of single-sex compared with coeducational schooling on students' performance and attitudes: A meta-analysis
Proponents of single-sex (SS) education believe that separating boys and girls, by classrooms or schools, increases students' achievement and academic interest. In this article, we use meta-analysis to analyze studies that have tested the effects on students of SS compared with coeducational (CE) schooling. We meta-analyzed data from 184 studies, representing the testing of 1.6 million students in Grades K-12 from 21 nations, for multiple outcome…
The Efficacy of Single-Sex Education: Testing for Selection and Peer Quality Effects
Parents’ School Satisfaction and Academic Socialization Predict Adolescents’ Autonomous Motivation: A Mixed-Method Study of Low-Income Ethnic Minority Families
In this mixed-methods study, we used an explanatory sequential design to investigate the processes through which parental involvement influences adolescents’ achievement motivation. One hundred twenty low-income urban parents and their sixth-grade adolescents completed questionnaires, and a subsample of 11 mothers and 11 adolescents were interviewed. Parents’ questionnaires measured their satisfaction with their childhood school experiences, thei…
Student Characteristics Associated with Girls’ Success in a Single-sex School
Effects of Learning About Historical Gender Discrimination on Early Adolescents’ Occupational Judgments and Aspirations
To examine the consequences of learning about gender discrimination, early adolescents ( n = 121, aged 10-14) were randomly assigned to receive either (a) standard biographical lessons about historical figures (standard condition) or (b) nearly identical lessons that included information about gender discrimination (discrimination condition). Additional students ( n = 46) did not receive lessons (control condition). At immediate posttest, student…
Reasoning About Single-Sex Schooling for Girls Among Students, Parents, and Teachers
White parents’ racial socialization and young adults’ racial attitudes: Moral reasoning and motivation to respond without prejudice as mediators
This study examined relations between parental racial socialization messages (i.e., egalitarianism, racemute, and preparation for bias) and racial attitudes in a sample of 282 White young adults (ages 18–22) in the United States. Egalitarianism messages were positively related to warmth toward racial outgroup members, whereas preparation for bias was negatively related to warmth toward racial outgroup members. In both cases the relation between r…
Can Fostering Children's Ability to Challenge Sexism Improve Critical Analysis, Internalization, and Enactment of Inclusive, Egalitarian Peer Relationships
Elementary school‐age children ( N = 137, 70 boys, ages 4–10) were randomly assigned to receive one of two types of lessons aimed at increasing the inclusiveness of peer relations and improving children's ability to identify bias in media. Children in the pro‐social condition were taught to identify and respond to undesirable/unfair social behaviors (e.g., teasing), whereas children in the pro‐egalitarian condition were taught to respond to these…
Home-Based Parental Involvement in Young Children’s Learning Across U.S. Ethnic Groups: Cultural Models of Academic Socialization
Despite a growing body of research on school-based parental involvement, our knowledge of home-based involvement beliefs and practices, and how these vary across ethnic groups, remains limited. Our study addresses this gap by exploring how the meanings of educational achievement and parents’ roles in young children’s learning vary across ethnic groups. The aim of this study was to construct a detailed picture of the landscape of parental home-bas…
Classroom sex composition and first-grade school outcomes: The role of classroom behavior
Using nationally representative data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N=21,409; 10,452 girls and 10,957 boys; mean age=7.24years), the association between first-grade classroom sex composition (CSC), measured as the percentage of female students, and end of the year academic (reading, mathematics) and socio-emotional (externalizing problems, internalizing problems, self-control, interpersonal skills) outcomes was e…
African American Mothers' Socialization Beliefs and Goals With Young Children: Themes of History, Education, and Collective Independence
Although research on African American family socialization is increasing, little is known about the beliefs, goals, and strategies of middle-class parents of young children. This study's aim was to address this research gap by examining three key aspects of parental socialization. First, the authors investigated whether and how African American mothers engage in racial socialization. Second, they examined the meanings of educational achievement t…
Student Characteristics Associated with Girls’ Success in a Single-sex School
Effects of Learning About Historical Gender Discrimination on Early Adolescents’ Occupational Judgments and Aspirations
To examine the consequences of learning about gender discrimination, early adolescents ( n = 121, aged 10-14) were randomly assigned to receive either (a) standard biographical lessons about historical figures (standard condition) or (b) nearly identical lessons that included information about gender discrimination (discrimination condition). Additional students ( n = 46) did not receive lessons (control condition). At immediate posttest, student…
The Efficacy of Single-Sex Education: Testing for Selection and Peer Quality Effects
Relations Between Colorblind Socialization and Children’s Racial Bias: Evidence From European American Mothers and Their Preschool Children
To examine European American parents' racial socialization, mothers (n = 84) were videotaped while reading 2 race-themed books to their 4- to 5-year-old children and completed surveys concerning their racial attitudes and behaviors. Children completed measures of their racial attitudes and both groups (mothers and preschoolers) predicted the others' racial attitudes. Results indicated that nearly all mothers adopted "colormute" and "colorblind" a…
Gender‐typed behaviors, achievement, and adjustment among racially and ethnically diverse boys during early adolescence
This research examined the relations between adherence to gender-typed behaviors in boys' friendships, achievement, and self-esteem. Participants were racially and ethnically diverse adolescent boys in grade 8 (Mage = 13.05; range = 12-14). The study was completed at a public junior high school that offered both single- and mixed-gender classes. Data were collected in 2 waves, the first wave in fall of 2010 and the second in spring of 2011. At ea…
Classroom sex composition and first-grade school outcomes: The role of classroom behavior
Using nationally representative data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N=21,409; 10,452 girls and 10,957 boys; mean age=7.24years), the association between first-grade classroom sex composition (CSC), measured as the percentage of female students, and end of the year academic (reading, mathematics) and socio-emotional (externalizing problems, internalizing problems, self-control, interpersonal skills) outcomes was e…
Reasoning About Single-Sex Schooling for Girls Among Students, Parents, and Teachers
Can Fostering Children's Ability to Challenge Sexism Improve Critical Analysis, Internalization, and Enactment of Inclusive, Egalitarian Peer Relationships
Elementary school‐age children ( N = 137, 70 boys, ages 4–10) were randomly assigned to receive one of two types of lessons aimed at increasing the inclusiveness of peer relations and improving children's ability to identify bias in media. Children in the pro‐social condition were taught to identify and respond to undesirable/unfair social behaviors (e.g., teasing), whereas children in the pro‐egalitarian condition were taught to respond to these…
Home-Based Parental Involvement in Young Children’s Learning Across U.S. Ethnic Groups: Cultural Models of Academic Socialization
Despite a growing body of research on school-based parental involvement, our knowledge of home-based involvement beliefs and practices, and how these vary across ethnic groups, remains limited. Our study addresses this gap by exploring how the meanings of educational achievement and parents’ roles in young children’s learning vary across ethnic groups. The aim of this study was to construct a detailed picture of the landscape of parental home-bas…
The effects of single-sex compared with coeducational schooling on students' performance and attitudes: A meta-analysis
Proponents of single-sex (SS) education believe that separating boys and girls, by classrooms or schools, increases students' achievement and academic interest. In this article, we use meta-analysis to analyze studies that have tested the effects on students of SS compared with coeducational (CE) schooling. We meta-analyzed data from 184 studies, representing the testing of 1.6 million students in Grades K-12 from 21 nations, for multiple outcome…
Gender and Education
Parents’ School Satisfaction and Academic Socialization Predict Adolescents’ Autonomous Motivation: A Mixed-Method Study of Low-Income Ethnic Minority Families
In this mixed-methods study, we used an explanatory sequential design to investigate the processes through which parental involvement influences adolescents’ achievement motivation. One hundred twenty low-income urban parents and their sixth-grade adolescents completed questionnaires, and a subsample of 11 mothers and 11 adolescents were interviewed. Parents’ questionnaires measured their satisfaction with their childhood school experiences, thei…
White parents’ racial socialization and young adults’ racial attitudes: Moral reasoning and motivation to respond without prejudice as mediators
This study examined relations between parental racial socialization messages (i.e., egalitarianism, racemute, and preparation for bias) and racial attitudes in a sample of 282 White young adults (ages 18–22) in the United States. Egalitarianism messages were positively related to warmth toward racial outgroup members, whereas preparation for bias was negatively related to warmth toward racial outgroup members. In both cases the relation between r…
The elephant (and donkey) in the room: Parents’ approaches to political socialization surrounding the 2020 US election
The current study examined parents’ attitudes toward political socialization and political socialization messages related to the 2020 United States presidential election, using a sample of 185 parents of 6‐ to 12‐year‐old children from across the United States. Overall, parents viewed political socialization as somewhat important. However, a meaningful number of parents indicated beliefs that political socialization was not important, that their …
White Parents’ Socialization of Racial Attitudes: A Commentary on Scott et al. (2020)
In the September 2020 issue of Perspectives, Scott et al. argued that there is insufficient empirical work on White parents’ racial-socialization strategies to support generalizations about the topic and, therefore, that journalists’ recommendation that White parents discuss race and racism with their children represents a case of speculation without evidence. Although we strongly support Scott et al.’s call for additional, rigorous research on r…
Predictors of White parents' racial socialization: Links to attributions for racial inequalities and views of White privilege
To explore predictors of variations in White parents’ racial socialization messages, we collected data on racial socialization practices, attributions for racial inequalities, and views about White privilege from White parents of White children between the ages of 10 and 14 ( N = 194). After controlling for education and political ideology, endorsement of external attributions for racial inequality was related to sending more frequent messages ab…
Psychology (16 works) · Developmental psychology (14 works) · Social Psychology (13 works) · Socialization (8 works) · Early Childhood Education and Development (7 works) · Gender Roles and Identity Studies (7 works) · Political science (6 works) · Social Psychology (6 works) · Sociology (6 works) · Parental Involvement in Education (5 works)