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Descriptors:
Minority Group Children; Preschool Education; Bilingual Education; Semitic Languages; Foreign Countries; Control Groups; Speech Communication; Bilingualism; Monolingualism; Schemata (Cognition); Role of Education; Russian; Longitudinal Studies; Native Language Instruction; Second Language Learning; Linguistic Input; Preschool Children

Abstract:
The development of script schema, as a source of narrative knowledge, is an essential stage in this knowledge construction. This study focused on the role of bilingual versus monolingual preschool education in the development of script schema knowledge in Russian (L1) and Hebrew (L2) among Russian/Hebrew-speaking children in Israel. The preschool bilingual education was based on the "first language first approach" with L2 immersion around age three. The study design was longitudinal and comparative. The children's script schema knowledge was measured at three time points during one academic year. Thirty-two Russian/Hebrew-speaking bilinguals (around age three) were selected from bilingual (Russian/Hebrew) and monolingual (Hebrew) preschools. In addition, 19 Hebrew-speaking monolinguals acted as the control group. The results demonstrated that relatively late immersion in L2 and continuous development of L1 within a bilingual educational context does not impede the acquisition of script schema knowledge in L2. At the same time, in the case of the monolingual preschools, the lack of input in children's L1 within the educational curriculum seems to hinder their script schema development in this language. Finally, the research provides evidence of linguistic interdependence near to onset of script schema acquisition. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Credits; Evidence; Outcomes of Education; Minority Group Children; Standardized Tests; Ownership; Educational Objectives; Family Environment; Access to Computers; Hypothesis Testing; Grades (Scholastic); Scores; Homework; Surveys; Attendance; Correlation; Low Income

Abstract:
Computers are an important part of modern education, yet large segments of the population--especially low-income and minority children--lack access to a computer at home. Does this impede educational achievement? We test this hypothesis by conducting the largest-ever field experiment involving the random provision of free computers for home use to students. 1,123 schoolchildren grades 6-10 in 15 California schools participated in the experiment. Although the program significantly increased computer ownership and use, we find no effects on any educational outcomes, including grades, standardized test scores, credits earned, attendance and disciplinary actions. Our estimates are precise enough to rule out even modestly-sized positive or negative impacts. The estimated null effect is consistent with survey evidence showing no change in homework time or other "intermediate" inputs in education for treatment students. Appended are: (1) Computer Ownership and Participation Rates; (2) Attrition; (3) Heterogeneity by pre-treatment performance; and (4) Heterogeneity by demographic characteristics. (Contains 4 figures, 12 tables and 34 footnotes.) [Funding for the project was provided by Computers for Classrooms, Inc., the ZeroDivide Foundation, and the NET Institute.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Minority Group Children; Educational Change; Charter Schools; School Administration; Urban Education; Student Attitudes; Student Behavior; Achievement Gap; Progress Monitoring; Empowerment; Discipline; Personal Autonomy; Minority Group Students

Abstract:
Urban minority children are increasingly being educated at public schools run by charter management organizations (CMOs) characterized by a highly rule-ordered and regulated environment. These rules, enforced through continuous streams of reinforcements and penalties, while contributing to a tight focus on academics and a safe culture, have associated costs. The article scrutinizes four CMO commonalities, along with their implications: the pervasive adult monitoring of students, targeting behaviors tangential to learning, attributing independent agency to children who deviate, and student derogation by adults. It is concluded that rules can indeed be protective, but if not counterbalanced with opportunities for genuine choice and personal agency, the rules may quell students' desires and shrink their aspirations. A blanketing emphasis on obedience can create conditions for accepting instruction, but alone, it is dangerous, for students will not have developed their own compass to resist negative models. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Parent Child Relationship; Legal Problems; Institutionalized Persons; Correctional Institutions; Minority Group Children; Parents; Minority Groups; Cultural Relevance; Family Programs; Demography; Counseling Techniques; Neighborhoods

Abstract:
Practical information about culturally appropriate interventions with children of incarcerated parents (CIPs) of color and their families is notably sparse. This study uses a cultural-ecological perspective to contextualize individual, family, and legal issues inherent in many intervention programs for CIPs of color. The authors highlight demographic trends, review research limitations, and discuss ways that therapeutic models can help counselors address their clients' needs. Recommendations are provided for future interventions with this underserved population. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Minority Group Children; School Desegregation; Attendance; Elementary Secondary Education; Incentives; Economically Disadvantaged; Attendance Patterns; Literacy; Numeracy; Gender Differences; Family Characteristics; Family Environment; Economic Status; Cultural Differences

Abstract:
This article examines the degree of integration of Roma and Gypsy children in formal education in the Peloponnese region of Greece. It is based on field research conducted by the University of Patras during the school year 2006/07 within the framework of the Greek Ministry of Education's "Integration of Roma children in school" programme, funded by the European Union. Despite governmental incentives for poor families to enrol their school-aged children, school attendance of Roma and Gypsy children was found to decline from primary year one to primary year six, with hardly any of them entering secondary school at all. Besides looking at school attendance figures and Roma and Gypsy children's proficiency in reading, writing and numeracy, this paper also considers gender, family composition, living conditions and economic situation, as well as culturally constructed perceptions of childhood and a person's life cycle. The aim of this article is to highlight the contradictions and ambiguities involved in the process of incorporating Roma and Gypsy children in formal education, and to evaluate their school performance and assess their academic choices. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Special Education; Minority Group Children; Family (Sociological Unit); Receptive Language; Early Intervention; Body Weight; Preschool Children; Longitudinal Studies; Multiple Regression Analysis; Disproportionate Representation; Early Childhood Education; At Risk Students; Educational Policy; Measures (Individuals); Demography; Socioeconomic Status; Numeracy; Gender Differences

Abstract:
We investigated whether and to what extent children who are racial-ethnic minorities are disproportionately represented in early intervention and/or early childhood special education (EI/ECSE). We did so by analyzing a large sample of 48-month-olds (N = 7,950) participating in the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a nationally representative data set of children born in the United States in 2001. Multivariate logistic regression analyses indicate that boys (odds ratio [OR] = 1.66), children born at very low birth weight (OR = 3.98) or with congenital anomalies (OR = 2.17), and children engaging in externalizing problem behaviors (OR = 1.10) are more likely to be represented in EI/ECSE. Children from low-socioeconomic-status households (OR = 0.48), those displaying greater numeracy or receptive language knowledge (ORs = 0.96 and 0.76, respectively), and children being raised in households where a language other than English is primarily spoken (OR = 0.39) are less likely to be represented in EI/ECSE. Statistical control for these and an extensive set of additional factors related to cognitive and behavioral functioning indicated that 48-month-old children who are Black (OR = 0.24) or Asian (OR = 0.32) are disproportionately underrepresented in EI/ECSE in the United States. (Contains 3 tables, 1 figure and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Minority Group Children; Social Environment; Foreign Countries; Infants; Infant Care; Child Development; Clinics; Economically Disadvantaged; Mothers; Arabs; Child Health; Guidelines; Models; Well Being; Life Style; Barriers; Family Relationship; Living Standards; Intervention; Public Policy

Abstract:
This study aims to better understand the social ecology of infant care (IC) as experienced and perceived by mothers living in a deprived Arab Bedouin community in Israel, where children's health indicators are poor. We used the integrative model of Garcia Coll et al. (Garcia Coll C, Lamberty G, Jenkins R "et al." An integrative model for the study of developmental competencies in minority children. "Child Dev" 1996; 67: 1891-914) and constructs of the Health Beliefs Model as a study framework for conducting focus groups with 106 mothers in 2007. Results show that mothers believe IC and infant well-being are high priorities. However, distal barriers, including land disputes, a transition from herding to low-paid labor and lifestyle changes have interacted with proximal barriers in Bedouin families, including poor living conditions, poverty and weakened familial relations to inhibit adequate IC practices. Specifically, distal and proximal barriers affect IC directly (e.g. lack of nearby clinics) or indirectly (mothers' self-efficacies) to limit mothers' choices and control over IC, thereby posing threats to infant health. Our findings demonstrate the importance of understanding the complexity of social context in shaping IC among marginalized minority mothers and suggest new ground for addressing proximal and distal barriers through policy interventions. Without contending with both, interventions to strengthen mothers' self-efficacy will have limited success in improving the environment of IC and, consequently, infant health. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Career Counseling; Urban Youth; Minority Group Children; Individual Development; Occupational Aspiration; Goal Orientation; Counseling Theories

Abstract:
This article describes and highlights the potential contributions that the constructs multifinality, work hope, and possible selves make for designing career counseling interventions and for better understanding possible career-related factors associated with academic engagement and achievement among urban minority youth. Multifinality may serve as a superordinate orientation because it conceptualizes development as discontinuous and relatively plastic, allowing for youth deemed at risk to follow more hopeful pathways. Work hope and possible selves emphasize the utility of providing urban minority youth with space to answer questions related to what they might achieve and do in the future and who they might become. Together, multifinality, work hope, and possible selves provide a hopeful conceptual framework for career researchers and practitioners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Autism; Toddlers; Minority Group Children; Racial Differences; Symptoms (Individual Disorders); Whites; Parents; Language Skills; Communication Skills; Psychomotor Skills; Communication Problems; Ethnic Groups

Abstract:
Little is known about whether early symptom presentation differs in toddlers with ASD from ethnic minority versus non-minority backgrounds. Within a treatment study for toddlers with ASD, we compared 19 minority to 65 Caucasian children and their parents on variables obtained from the Mullen Scales of Early Learning, Autism Diagnostic Observation Schedule, and Communication and Symbolic Behavior Scales Caregiver Questionnaire. The majority of parents were from the upper classes irrespective of ethnic membership. Minority children had lower scores in language, communication, and gross motor than non-minority children. Findings indicate that subtle communication delays may be undetected or presumed unremarkable by parents of minority toddlers, and that more significant delays are needed to prompt the search for intervention services. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
American Indians; Minority Group Children; Tribes; State Government; Child Development; American Indian Education; American Indian Culture; Early Childhood Education; Health Promotion; Food; Racial Discrimination; Prevention; Cooperation; Communication (Thought Transfer); Parent Education

Abstract:
"Native American Children in Michigan," provides a historical context for the tenuous relationship between Michigan's 12 federally recognized tribes and the state government, paying particular attention to the erosion of Native American education programs and the disproportionate number of Native children who find themselves in both the child welfare and juvenile justice systems. It also highlights how data on Native Americans is simply not collected by county officials, leaving policymakers ill-equipped to make informed decisions on items affecting Native children. This report also places special emphasis on the field of child development science and how researchers are finding the similarities between the best practices of the field and Native American family beliefs. The report notes that an "ecobiodevelopmental" framework to understanding children--where ecology, social determinants and genetics affect learning capacities and lifelong health--mirrors the Native American approach in which cognitive, physical, mental and spiritual development are key components of family life. [For the full report, "Native American Children in Michigan," see ED539963.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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