Family correlates of internalizing and externalizing behavior among boys and girls enrolled in Head Start

Abstract

This study examines the rate of internalizing and externalizing behavior and whether or not family factors influence internalizing and externalizing behavior differently depending on child gender. Sixty‐three Head Start parent–child dyads participated in this study. Rates of externalizing behavior at home for males and females were consistent with other published studies (18.2% and 22%, respectively) Only 4.5% of the males and 24% of the females were categorized as having clinically significant internalizing difficulties at home. Teacher reports of internalizing behavior for males and females were much higher than parent reports (18.2% and 22%, respectively). Depression contributed unique variance and was the only significant predictor of girls’ externalizing behavior, and approached significance as a predictor of boys’ externalizing behavior. Dissatisfaction with social support contributed unique variance and was the only significant predictor of girls’ internalizing behavior. Family factors were not correlated with boys’ or girls’ internalizing or externalizing behavior at school.

Keywords:

• Externalizing behavior
• Gender
• Internalizing behavior
• Preschool behavior

Acknowledgements

This research project was supported by a Head Start Research Scholars grant to A.M.S. (Award No. 90YD0105). The authors would like to thank the Head Start staff, parents, and children, whose contributions made this study possible.