Sibling Socialization of Competence in Rural, Single‐Parent African American Families

Older siblings' contributions to younger siblings' competence net of parenting processes were examined with 152 pairs of first-born (M = 11.7 years) and second-born (M = 9.2 years) siblings in rural, single-parent African American families. The possible moderational effect of sibling conflict on the association between older and younger siblings' competence was also examined. Mothers reported their parenting practices, teachers assessed siblings' competence, and older siblings reported sibling conflict levels. Structural equation modeling indicated that parenting was linked with older siblings' competence, which in turn was linked with competence among younger siblings. Hierarchical multiple regression revealed that older and younger siblings' competencies were linked when sibling relationships included low levels of conflict. Key Words: Key Words: African American, competence, rural, siblings, single mothers. Parents, educators, and clinicians perceive the sibling relationship as highly significant for children's development. Increases in the number of parents employed full-time have led to corresponding increases in the number of children and adolescents who provide care, nurturance, and instruction for their younger siblings (McHale & Crouter, 1996). Although older siblings' provision of child care is a relatively recent phenomenon in the United States, it is normative in non-Western cultures, in which siblings provide extensive socialization about family and community roles and responsibilities (Nuckolls, 1993; Weisner & Gallimore, 1977; Whiting, 1983; Zukow, 1989; Zukow-Goldring, 1995). It is common in these cultures for preadolescent children to assume caregiving and socialization responsibilities for their younger siblings while their parents work at the agrarian and nonagrarian tasks that are essential to the family's subsistence. African American families also have a long tradition of assigning child care and socialization roles to older siblings. Based upon patterns of family life that were established in African societies and modified in response to the demands of enslavement in America (Sudarkasa, 1988), reliance on siblings for child care and socialization has supported African Americans through multiple social transitions (Young, 1970, 1974). The research literature describes the socialization, instrumental support, and emotional support that African American siblings provide for one another from early childhood through the adult and aging years (Chatters, R. J. Taylor, & Jackson, 1986; Hunter, 1997; R. J. Taylor, Chatters, & Mays, 1988; Young, 1970, 1974). Despite the importance of sibling caregiving and support, very little attention has been given to documenting the unique contributions that older siblings make to their younger siblings' development in either African American or White families. The literature on sibling relations among White children indicates that older siblings act as teachers, managers, and helpers when playing with their younger brothers and sisters, who assume the corresponding learner, managee, and helpee roles (Abramovitch, Corter, Pepler, & Stanhope, 1986; Azmitia & Hesser, 1993; Brody, Stoneman, & MacKinnon, 1982; Brody, Stoneman, MacKinnon, & MacKinnon, 1985; Dunn & Kendrick, 1982). Studies have shown that older siblings in middle childhood can teach novel conceptual information (Cicirelli, 1972; Perez-Granados & Callahan, 1997) and language rules (Dunn & Shatz, 1989; Hoff-Ginsberg & Krueger, 1991; Tomasello, Conti-Ramsden, & Ewert, 1990) to their younger siblings in early childhood, although mothers impart this information more proficiently than do older siblings (Perez-Granados & Callahan, 1997). This suggests that interactions with a cognitively competent older sibling may positively affect the younger sibling's scholastic performance, although this issue has not been addressed empirically. Research addressing markers of psychosocial development indicates that experiences with older siblings who are in middle childhood that involve conflict and support are associated with affective perspective taking; with consideration of other people's feelings and beliefs (Brown & Dunn, 1992; Dunn, Brown, & Beardsall, 1991; Dunn, Brown, Slomkowski, Tesla, & Youngblade, 1991; Howe, 1991; Howe & Ross, 1990; Youngblade & Dunn, 1995); and with helping, sharing, and cooperation among younger siblings who are in early childhood (Bryant & Crockenberg, 1980). …