Ethnic Variations of Pathways Linking Socioeconomic Status, Parenting, and Preacademic Skills in a Nationally Representative Sample

Autor/inn/en	Iruka, Iheoma U.; Dotterer, Aryn M.; Pungello, Elizabeth P.
Titel	Ethnic Variations of Pathways Linking Socioeconomic Status, Parenting, and Preacademic Skills in a Nationally Representative Sample
Quelle	In: Early Education and Development, 25 (2014) 7, S.973-994 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2014.892806
Schlagwörter	Ethnicity; Socioeconomic Status; Parenting Styles; Child Rearing; Longitudinal Studies; Correlation; Family Income; Educational Attainment; Mothers; Receptive Language; Expressive Language; Literacy; Numeracy; Parent Influence; Racial Differences; African Americans; Whites; Asian Americans; Hispanic Americans; Stimulation; Instructional Materials; Learning Activities; Language Acquisition; Statistical Analysis; Early Childhood Longitudinal Survey; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Ethnizität; Socio-economic status; Sozioökonomischer Status; Kindererziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Familieneinkommen; Bildungsabschluss; Bildungsgut; Mother; Mutter; Rezeptive Kommunikationsfähigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Rassenunterschied; Afroamerikaner; White; Weißer; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanoamerikaner; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernaktivität; Sprachaneignung; Spracherwerb; Statistische Analyse
Abstract	Research Findings: Grounded in the investment model and informed by the integrative theory of the study of minority children, this study used the Early Childhood Longitudinal Study-Birth Cohort data set, a nationally representative sample of young children, to investigate whether the association between socioeconomic status (family income and maternal education) and children's preacademic skills (receptive language, expressive language, literacy, numeracy skills) as mediated by parenting (learning materials, language stimulation, and outside activities) varies across Euro-American, African American, Hispanic, and Asian children. Results indicated that in general, language stimulation and outside activities were the most consistent mediators for Euro-Americans, learning materials was the most consistent mediator for African Americans, learning materials and language stimulation were the most consistent mediators for Hispanics, and learning materials and outside activities were the most consistent mediators for Asians. Practice or Policy: These findings suggest that how certain parenting behaviors are interpreted may vary by cultural context and thus how such parenting behaviors mediate the associations between socioeconomic status and preacademic skills outcomes may vary by cultural group as well. Thus, these findings have important implications for both future research and public policy. These results add to the growing literature demonstrating the necessity to consider parenting through the perspective of the majority culture not only when conducting research but also when providing programs for families from a variety of cultural backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10