Racial/ethnic disparities in first-grade children’s social-emotional development: Associations with kindergarten characteristics and parenting practices

This study examined racial/ethnic disparities in first-grade children’s social-emotional (SE) development, with a particular focus on Asian-American children compared to White, African-American, Hispanic, and other racial/ethnic groups using data from Early Childhood Longitudinal Study–Kindergarten Class data. The study addressed whether (1) racial/ethnic disparities existed in children’s SE outcomes, (2) child and family sociodemographic characteristics mediated these disparities, and (3) parenting practices further mediated disparities after accounting for sociodemographic factors. Children’s SE included teacher reported approaches to learning, self-control, interpersonal skills, externalizing and internalizing behaviors, and teacher-child closeness/conflict. Parenting practice were parenting investment and behavior. Hierarchical ordinary least squares (OLS) regression analyses showed that Asian-American children demonstrated fewer externalizing and internalizing behavioral problems and lower teacher conflict than peers from other racial/ethnic groups, but also lower interpersonal skills and reduced teacher-child closeness. Child and family sociodemographic variables − gender, disability status, parental education, employment, income, and nativity − explained disparities in SE outcomes. Parenting practices partially mediated gaps in internalizing behaviors and interpersonal skills, with music lessons particularly promoting interpersonal competence among Asian-American children. Conversely, parenting practices widened disparities in externalizing behaviors and teacher-child relationship quality, suggesting domain-specific effects across racial/ethnic groups. Overall, findings suggest that racial/ethnic disparities in children’s SE are partly explained by child and family socioeconomic characteristics, while parenting practices provide modest additional mediation, particularly for internalizing behaviors. Persistent disparities across several outcomes indicate that broader cultural, contextual, and school-related factors may also shape children’s social-emotional development, highlighting the need for culturally responsive and relationship-centered interventions.