Cultural Capital Theory: A Study of Children Enrolled in Rural and Urban Head Start Programmes

Autor/inn/en	Bojczyk, Kathryn E.; Rogers-Haverback, Heather; Pae, Hye; Davis, Anna E.; Mason, Rihana S.
Titel	Cultural Capital Theory: A Study of Children Enrolled in Rural and Urban Head Start Programmes
Quelle	In: Early Child Development and Care, 185 (2015) 9, S.1390-1408 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.1000886
Schlagwörter	Cultural Capital; Family Characteristics; Emergent Literacy; Family Environment; Federal Programs; Young Children; Disadvantaged Youth; Urban Areas; Rural Areas; Reading Ability; Mothers; Educational Attainment; Ethnicity; Family Size; Predictor Variables; Parent Participation; Socioeconomic Status; Preschool Children; Measures (Individuals); Questionnaires; Statistical Distributions; Correlation; Vocabulary Skills; Regression (Statistics); Multivariate Analysis; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Frühleseunterricht; Familienmilieu; Frühe Kindheit; Benachteiligter Jugendlicher; Urban area; Stadtregion; Rural area; Ländlicher Raum; Reading competence; Lesekompetenz; Mother; Mutter; Bildungsabschluss; Bildungsgut; Ethnizität; Familiengröße; Prädiktor; Elternmitwirkung; Socio-economic status; Sozioökonomischer Status; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Fragebogen; Wahrscheinlichkeitsverteilung; Korrelation; Aktiver Wortschatz; Regression; Regressionsanalyse; Multivariate Analyse
Abstract	Children from different backgrounds have disparate access to cultural capital, which may influence their academic success. The purpose of this study was to examine the links between family background, home literacy experiences, and emergent literacy skills among preschoolers enrolled in Head Start programmes. The background characteristics studied included urbanicity, maternal education, ethnicity, and family size among 112 preschool children (59 rural and 53 urban, M age?=?56.78 months). Findings showed that rural and urban preschoolers may have similar literacy abilities. However, when maternal education was controlled for, family background variables and components of the home literacy environment predicted emergent literacy skills differently for the two groups. Moreover, mother's active involvement and the child's own engagement in literacy seemed to play a salient role in early literacy development across groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01