How Changes in Home and Neighborhood Environment Factors Are Related to Change in Black Children's Academic and Social Development from Kindergarten to Third Grade

Autor/inn/en	Iruka, Iheoma U.; Curenton, Stephanie M.; Gardner, Shari
Titel	How Changes in Home and Neighborhood Environment Factors Are Related to Change in Black Children's Academic and Social Development from Kindergarten to Third Grade
Quelle	In: Journal of Negro Education, 84 (2015) 3, S.282-297 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.84.3.0282
Schlagwörter	Family Environment; Neighborhoods; Environmental Influences; African American Children; Academic Ability; Social Development; Primary Education; Kindergarten; Grade 1; Grade 2; Grade 3; Safety; Learning Activities; Parent School Relationship; Affective Behavior; Parent Child Relationship; Reading Achievement; Mathematics Achievement; Emotional Development; Interpersonal Competence; Early Childhood Longitudinal Survey; Social Skills Rating System + Suchen Sie Ihr Suchwort? Familienmilieu; Neighbourhoods; Nachbarschaft; Environmental influence; Umwelteinfluss; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Soziale Entwicklung; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Sicherheit; Lernaktivität; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Affective disturbance; Active behaviour; Affektive Störung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Gefühlsbildung; Interpersonale Kompetenz
Abstract	Policy research highlights educational disparity between Blacks and Whites, thereby, emphasizing the need to determine malleable ecological factors that support the positive development and learning of Black children during the early schooling years. The purpose of this study was to examine whether change in home environment and neighborhood were associated with Black children's academic and social growth between kindergarten and third grade. A sample of more than 300 Black children (47% boys) from the Early Childhood Longitudinal Study-Kindergarten Cohort dataset was assessed in both kindergarten and third grade. Results indicated a direct and interactive effect of change in home and neighborhood environments on children's academics. Implications of simultaneously examining change in various aspects of children's ecological systems are discussed. (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