Minority Families in the Rural United States: Family Processes, Child Care, and Early Schooling

Bratsch‐Hines, Mary; Baker, Claire; Vernon–Feagans, Lynne

doi:10.1007/978-3-319-20976-0_9

Cited by 4 publications

(1 citation statement)

References 67 publications

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“…Infants and toddlers in the United States tend to experience nonparental child care that varies in terms of quality and stability, particularly in rural areas where economic and employment insecurity lead to fewer high‐quality child‐care options (Bratsch‐Hines, Baker, & Vernon‐Feagans, 2016). This study sought to add to the limited literature on IT child care using a sample of children living in high‐poverty rural areas.…”

Section: Methodsmentioning

confidence: 99%

Infant and Toddler Child‐Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes

et al. 2020

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This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. Quality was measured separately as caregiver-child verbal interactions and caregiver sensitivity, and stability was measured as having fewer sequential childcare caregivers. This longitudinal examination involved a subsample (N = 1,055) from the Family Life Project, a representative sample of families living in rural counties in the United States. Structural equation modeling revealed that children who experienced more positive caregiver-child verbal interactions had higher 36-month language skills, which indirectly led to higher kindergarten academic and social skills. Children who experienced more caregiver stability had higher kindergarten social skills.

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Section: Methodsmentioning

confidence: 99%

Infant and Toddler Child‐Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes

et al. 2020

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Early Development and Family Life in Rural America

Vernon–Feagans

Swingler

2020

National Symposium on Family Issues

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Disparities in Identification Between Migrant and Seasonal Head Start and Head Start Programs

Pedonti,

Leech,

Bratsch Hines

et al. 2024

Journal of Early Intervention

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This study used a large administrative data set of Head Start programs across the United States, the Head Start Program Information Report (PIR), to explore disparities in program rates of screening, referral, and identification for early intervention between Migrant and Seasonal Head Start (MSHS) and Head Start (HS) programs. Results from program-level analyses of MSHS and HS disparities showed that MSHS programs screened more children but referred and identified fewer children. Disparities in identification persisted even in the presence of demographic controls and matching on key demographics. Post hoc sensitivity analyses showed that MSHS identification rates were negatively moderated by rurality. Implications to inform policymaking related to early intervention and preschool for children with or at risk for disabilities and dual language learners in rural Head Start programs are discussed.

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Minority Families in the Rural United States: Family Processes, Child Care, and Early Schooling

Cited by 4 publications

References 67 publications

Infant and Toddler Child‐Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes

Infant and Toddler Child‐Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes

Early Development and Family Life in Rural America

Disparities in Identification Between Migrant and Seasonal Head Start and Head Start Programs

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