Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ885348 - Poverty, Race, and Parental Involvement during the Transition to Elementary School

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ885348
Title:	Poverty, Race, and Parental Involvement during the Transition to Elementary School
Authors:	Cooper, Carey E.; Crosnoe, Robert; Suizzo, Marie-Anne; Pituch, Keenan A.
Descriptors:	African American Children; Racial Differences; Poverty; Reading Achievement; Parent Participation; Kindergarten; Asian Americans; Hispanic Americans; Correlation; Mathematics Achievement; Family Influence; Elementary Schools; Young Children; Whites; Cognitive Development; Socioeconomic Status; Parent Influence; Educational Attainment; Mothers; Fathers; Employment Level; Age Differences; Gender Differences; Disadvantaged Youth; Early Intervention; Child Care; Class Size; Teacher Competencies; School Size; Institutional Characteristics; Geographic Location; Urban Areas; Rural Areas; Outreach Programs
Source:	Journal of Family Issues, v31 n7 p859-883 2010
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2010-00-00
Pages:	25
Pub Types:	Journal Articles; Reports - Evaluative
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. (Contains 5 tables and 3 notes.)
Abstractor:	As Provided
Reference Count:	62

Note:	N/A
Identifiers:	Early Childhood Longitudinal Survey; Home Observation for Measurement of Environment
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0192-513X
Audiences:	N/A
Languages:	English
Education Level:	Early Childhood Education; Elementary Education; Kindergarten
Direct Link:	http://dx.doi.org/10.1177/0192513X09351515

Back to Search Results