Maternal Ethnic-Racial Enculturation: Implications for Social Skill Development in Early Childhood

Abstract

The influence of maternal enculturation on the social skill development of ethnically and racially diverse young children remains understudied. Because social skills reflect culturally situated norms, evaluations of competence may vary depending on which skills are privileged within an evaluative framework. This study examines whether a validated social skills measure functions differentially across ethnic–racial groups and how maternal enculturation relates to young children's social skills within these groups. Using a longitudinal birth cohort (Black = 1619; White = 724; Latinx = 801), we conducted multiple indicators multiple causes modelling and multi-group structural equation modelling. The measure yielded systematically less favourable ratings for children of Black and Latinx mothers. Even within this context, stronger maternal ethnic–racial identity at age one predicted higher social skills at age five within these groups, identifying maternal enculturation as a developmental asset even when assessed within an evaluative framework that privileges dominant sociocultural norms.