Links between Parent-Teacher Relationships and Kindergartners' Social Skills: Do Child Ethnicity and Family Income Matter?

Autor/inn/en	Iruka, Iheoma U.; Winn, Donna-Marie C.; Kingsley, Susan J.; Orthodoxou, Yannick J.
Titel	Links between Parent-Teacher Relationships and Kindergartners' Social Skills: Do Child Ethnicity and Family Income Matter?
Quelle	In: Elementary School Journal, 111 (2011) 3, S.387-408 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/657652
Schlagwörter	African American Children; Ethnicity; Family Income; Young Children; Parents; Whites; Parent Teacher Cooperation; Social Development; Interpersonal Competence; Racial Differences; Correlation; Hispanic Americans; Low Income Groups; Parent Influence; Aggression; Socioeconomic Influences; Kindergarten; Rating Scales; Check Lists; Questionnaires + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Ethnizität; Familieneinkommen; Frühe Kindheit; Eltern; White; Weißer; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Soziale Entwicklung; Interpersonale Kompetenz; Rassenunterschied; Korrelation; Hispanic; Hispanoamerikaner; Sozioökonomischer Faktor; Rating-Skala; Checkliste; Fragebogen
Abstract	This study uses National Center for Early Development and Learning (NCEDL) data to examine the moderating effects of child ethnicity and family income on the links between parent-teacher relationships and kindergartners' social skills. This study includes 481 Caucasian, African American, and Latino children from low-income households. Overall, there were no ethnic differences in parents' or teachers' reports of their relationships with each other. However, when parents and teachers reported that they had strong relationships, African American children were more likely to be rated as more socially competent and less aggressive than Caucasian children. Teachers reported stronger relationships with higher-income parents than lower-income parents and rated children from lower income homes as less socially competent and more aggressive than children from higher-income homes. The findings highlight the unique contributions of ethnicity and family income in parent-teacher relationships and ratings of children's social skills. (Contains 4 figures, 3 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10