Physical discipline among African American and European American mothers: Links to children's externalizing behaviors.

TLDR

The study examined whether the association between physical discipline and child aggression differed by ethnicity. A longitudinal cohort of 466 European American and 100 African American children was followed from kindergarten to third grade, with mothers reporting physical discipline and teachers, peers, and mothers rating children’s externalizing behaviors each year. Physical discipline predicted higher teacher- and peer‑rated externalizing behaviors only in European American children, suggesting the link between punishment and aggression may be culturally specific.

Abstract

The aim of this study was to test whether the relation between physical discipline and child aggression was moderated by ethnic-group status. A sample of 466 European American and 100 African American children from a broad range of socioeconomic levels were followed from kindergarten through 3rd grade. Mothers reported their use of physical discipline in interviews and questionnaires, and mothers, teachers, and peers rated children's externalizing problems annually. The interaction between ethnic status and discipline was significant for teacher- and peer-rated externalizing scores; physical discipline was associated with higher externalizing scores, but only among European American children. These findings provide evidence that the link between physical punishment and child aggression may be culturally specific.