"My Mother Didn't Play about Education": Low-Income, African American Mothers' Early School Experiences and Their Impact on School Involvement for Preschoolers Transitioning to Kindergarten

Autor/inn/en	Jarrett, Robin L.; Coba-Rodriguez, Sarai
Titel	"My Mother Didn't Play about Education": Low-Income, African American Mothers' Early School Experiences and Their Impact on School Involvement for Preschoolers Transitioning to Kindergarten
Quelle	In: Journal of Negro Education, 84 (2015) 3, S.457-472 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.84.3.0457
Schlagwörter	African American Children; African American Students; African Americans; Mothers; School Readiness; Parent Participation; Low Income Groups; Preschool Children; Early Intervention; Preschool Education; Barriers; Parent Background; Educational Attainment; Employment Level; Grandparents; Parent Attitudes + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Student; Students; Schüler; Schülerin; Studentin; Mother; Mutter; Readiness for school; School ability; Schulreife; Elternmitwirkung; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternhaus; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Großeltern; Elternverhalten
Abstract	Research documents that African American children, relative to White peers, are disproportionally at-risk for being unready for kindergarten. However, research finds that parental involvement can promote positive educational outcomes, and that parental involvement is influenced by parents' own histories of involvement. The authors use qualitative interviews with a sample of low-income, African American mothers of preschoolers in Head Start to explore parental engagement (or lack of) over three generations. Various types and levels of parental engagement were identified. Patterns of intergenerational continuity and discontinuity in parental engagement were found. Findings from the study provide substantive insights on parental involvement during the preschool years. They also suggest ways that preschool programs can further strengthen families as they promote the development of young children. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01