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Poverty, race, and parental involvement during the transition to elementary school.

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Title: Poverty, race, and parental involvement during the transition to elementary school.
Authors: Cooper CE (AUTHOR), Crosnoe R (AUTHOR), Suizzo M (AUTHOR), Pituch KA (AUTHOR)
Source: Journal of Family Issues. Jul2010, Vol. 31 Issue 7, p859-883. 25p.
Subject Terms: *School children, *Academic achievement & society, *Parental influences, *Outcome assessment (Education), Poverty, Racial differences
Abstract: Using multilevel models of data from the Early Childhood Longitudinal Study--Kindergarten Cohort (N = 20,356), the authors find that parental involvement in education partially mediates the association between family poverty and children's math and reading achievement in kindergarten, but differences exist across race. In Asian families, poor and nonpoor children have similar levels of achievement. Poverty is not related to Black children's participation in organized activities, but these activities are not associated with Black children's achievement. Home-learning activities predict reading achievement in Hispanic families only. The findings provide support for application of the family process model to educational outcomes during the transition to elementary school and underscore the need to examine developmental models across racial subsets of the population. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Family Issues is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Poverty, race, and parental involvement during the transition to elementary school.
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  Data: <searchLink fieldCode="AR" term="%22Cooper+CE%22">Cooper CE</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Crosnoe+R%22">Crosnoe R</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Suizzo+M%22">Suizzo M</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pituch+KA%22">Pituch KA</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Family+Issues%22">Journal of Family Issues</searchLink>. Jul2010, Vol. 31 Issue 7, p859-883. 25p.
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  Data: *<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement+%26+society%22">Academic achievement & society</searchLink><br />*<searchLink fieldCode="DE" term="%22Parental+influences%22">Parental influences</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome+assessment+%28Education%29%22">Outcome assessment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+differences%22">Racial differences</searchLink>
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  Label: Abstract
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  Data: Using multilevel models of data from the Early Childhood Longitudinal Study--Kindergarten Cohort (N = 20,356), the authors find that parental involvement in education partially mediates the association between family poverty and children's math and reading achievement in kindergarten, but differences exist across race. In Asian families, poor and nonpoor children have similar levels of achievement. Poverty is not related to Black children's participation in organized activities, but these activities are not associated with Black children's achievement. Home-learning activities predict reading achievement in Hispanic families only. The findings provide support for application of the family process model to educational outcomes during the transition to elementary school and underscore the need to examine developmental models across racial subsets of the population. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Family Issues is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=105035213
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        Value: 10.1177/0192513X09351515
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        Text: English
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        Type: general
      – SubjectFull: Academic achievement & society
        Type: general
      – SubjectFull: Parental influences
        Type: general
      – SubjectFull: Outcome assessment (Education)
        Type: general
      – SubjectFull: Poverty
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      – SubjectFull: Racial differences
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      – TitleFull: Poverty, race, and parental involvement during the transition to elementary school.
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              Text: Jul2010
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              Y: 2010
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