Low-Income Parents’ Socialization of Their Preschoolers’ Early Reading and Math Skills

Sonnenschein, Susan; Metzger, Shari R.; Thompson, Joy A.

doi:10.1080/15427609.2016.1194707

Cited by 74 publications

(88 citation statements)

References 39 publications

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“…Although research shows the importance of parents' academic socialization practices for their young children's academic development (e.g., Burchinal et al, ; Crosnoe et al, ; Sonnenschein, Metzger, & Thompson, ; Wang, Shen, & Byrnes, ), we do not yet know the extent to which these environments exert a similar influence across racially/ethnically diverse students or across academic domains (Puccioni, ; Taylor et al, ). Academic socialization includes parents' beliefs, aspirations, expectations, knowledge of children's development as well as educationally relevant practices.…”

Section: Introductionmentioning

confidence: 92%

“…However, Sonnenschein et al () found no differences in the reported frequency of mainly middle‐income Chinese and White (both residing in the United States) children's engagement in math activities. In another study, Sonnenschein et al () found that low‐income Black children reportedly engaged in literacy and math activities at home more frequently than Latino children.…”

Section: Home Facilitation Of Children's Reading and Math Skillsmentioning

confidence: 98%

“…Most of the research on math, with a few notable exceptions (e.g., Ramani & Siegler, 2008), has included primarily middle-income, often White children. Although parents report that their young children engage in mathrelated activities at home, they place less emphasis on children's early math knowledge than on reading (Barbarin et al, 2008;Musun-Miller & Blevins-Knabe, 1998;Sonnenschein et al, 2016). In one of the few studies of children's naturally occurring reading and math activities, Tudge and Doucet (2004) observed 39 3-year-old Black or White children from working-or middle-income families and found that children engaged in more literacy than math activities, although neither occurred particularly often and many children never engaged in either form of activity (see also Skwarchuk et al, 2014).…”

Section: Home Facilitation Of Children's Reading and Math Skillsmentioning

confidence: 99%

“…In addition, middle-income parents of preschoolers have less knowledge about how to foster their children's math than reading skills (Cannon & Ginsburg, 2008). Nevertheless, parents who have their children engage in literacy activities at home also have their children engage in math activities (moderate effect size, Sonnenschein et al, 2016).…”

Section: Home Facilitation Of Children's Reading and Math Skillsmentioning

confidence: 99%

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Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Sonnenschein

Sun

2016

Infant and Child Development

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Despite the growing body of research on parents' beliefs and practices, relatively little is known about the relations between parents' knowledge of children's development, home‐based activities, and children's early reading and math skills. This study used data from the Early Childhood Longitudinal Study‐Birth Cohort to examine the differences in Asian, Black, Latino, and White children's early reading and math skills at kindergarten entry and whether parents' knowledge of children's development and home‐based activities mediate the relation. Parents' knowledge of children's development was assessed when children were 9 months. Home‐based activities, including home literacy and enrichment, were assessed when children were preschool age. Asian and White children started kindergarten with significantly higher reading and math scores than Black or Latino children. There also were significant differences across groups in the frequency of engagement in home literacy and enrichment activities. Associations between race/ethnicity and reading/math scores were mediated by parents' knowledge of children's development and home literacy activities. Discussion addresses the importance of parents' knowledge of educationally relevant activities and how to engage in such activities to foster children's reading and math skills and to close racial/ethnic gaps. Highlights This paper examined racial/ethnic difference in children's reading and math skills in kindergarten and explores whether parents' knowledge of children's development and home‐based activities mediate the relation between race/ethnicity and children's reading and math skills. By using data from the Early Childhood Longitudinal Study Birth Cohort, this study found that there were systematic racial/ethnic differences in parents' knowledge of children's development, home‐based activities, and children's reading and math skills at the start of kindergarten. Parents' knowledge of children's development and home‐based activities were found to mediate the association between race/ethnicity and children's reading and math skills for all groups.

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Section: Introductionmentioning

confidence: 92%

Section: Home Facilitation Of Children's Reading and Math Skillsmentioning

confidence: 98%

Section: Home Facilitation Of Children's Reading and Math Skillsmentioning

confidence: 99%

Section: Home Facilitation Of Children's Reading and Math Skillsmentioning

confidence: 99%

See 2 more Smart Citations

Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Sonnenschein

Sun

2016

Infant and Child Development

Self Cite

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show abstract

“…Parental academic socialization, which includes parents' beliefs, expectations, and behaviours, which are intended to influence children's school‐related outcomes, has received growing attention as a way to support children's early development and the transition to elementary school (Puccioni, , ; Sonnenschein, Metzger, & Thompson, ; Taylor, Clayton, & Rowley, ). Scholars suggest that academic socialization plays an important role in children's school‐related outcomes (Hoover‐Dempsey et al, ; Puccioni, ; Sonnenschein et al, ).…”

Section: Introductionmentioning

confidence: 99%

Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

Puccioni

Baker

Froiland

2019

Infant and Child Development

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The current study examines associations among parents' school readiness beliefs, home‐based involvement, and measures of school readiness using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (N = 13,999). A structural equation model was estimated, and results show that parents' school readiness beliefs and home‐based involvement practices were positively associated with children's academic achievement and socio‐emotional competencies. In addition, parents' school readiness beliefs were positively related to their home‐based involvement practices. In other words, parents who placed more importance on school readiness engaged in more home‐based involvement practices and had children with higher levels of academic achievement and socio‐emotional competencies. Results also showed that parents' school readiness beliefs were more strongly related to academic achievement in comparison to socio‐emotional competencies. Findings also demonstrated variation in parents' school readiness beliefs and involvement by race/ethnicity and socio‐economic status. Overall, findings suggest that efforts to encourage and support parental involvement should pay attention to parents' school readiness beliefs and home‐based involvement practices. Highlights This paper describes the relationship among parents' school readiness beliefs, home‐based involvement, and children's academic achievement and socio‐emotional competencies. Structural equation modelling revealed school readiness beliefs were positively related to home‐based involvement, which in turn was positively associated with children's academic achievement and socio‐emotional competencies. Parents' school readiness beliefs are an important target for enhancing children's academic achievement and socio‐emotional competencies during the transition to kindergarten.

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Academic Socialization in the Homes of Black and Latino Preschool Children: Research Findings and Future Directions

Baker

DeWyngaert

2018

Academic Socialization of Young Black and Latino Children

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Low-Income Parents’ Socialization of Their Preschoolers’ Early Reading and Math Skills

Cited by 74 publications

References 39 publications

Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

Academic Socialization in the Homes of Black and Latino Preschool Children: Research Findings and Future Directions

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