"We Keep the Education Goin' at Home All the Time": Family Literacy in Low-Income African American Families of Preschoolers

Autor/inn/en	Jarrett, Robin L.; Coba-Rodriguez, Sarai
Titel	"We Keep the Education Goin' at Home All the Time": Family Literacy in Low-Income African American Families of Preschoolers
Quelle	In: Journal of Education for Students Placed at Risk, 22 (2017) 2, S.57-76 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2017.1295861
Schlagwörter	African American Family; Preschool Children; Family Literacy; At Risk Persons; Qualitative Research; Statistical Analysis; School Readiness; Low Income Groups; Family Characteristics; Federal Programs; Early Childhood Education; Disadvantaged Youth; Transitional Programs; Kindergarten; Family School Relationship; Interviews; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Risikogruppe; Qualitative Forschung; Statistische Analyse; Readiness for school; School ability; Schulreife; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher; Interviewing; Interviewtechnik
Abstract	Researchers have examined the impact of family on child literacy among low-income African American families and preschoolers considered to be at risk for not being ready for kindergarten. Quantitative studies identify family-parental variables associated with poorer literacy outcomes, whereas qualitative studies detail family practices that promote child literacy development. Addressing the limitations of social address variables in quantitative research, and the paucity of research on preschoolers in qualitative research, this study examines the home-based literacy practices of 20 low-income, African American families with preschoolers in Head Start transitioning to kindergarten. Using qualitative interviews informed by a resilience framework, we found that home-based literacy activities were carried out within teams of diverse kin who worked together to promote children's school readiness. Family literacy teams expanded the literacy resources available to preschoolers, providing a rich literacy environment for children's development. These findings contribute to our substantive understanding of literacy practices within low-income African American families, resilience theory, and culturally relevant home-school collaborations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01