School readiness among low-income black children: family characteristics, parenting, and social support

Bono, Katherine E.; Sy, Susan R.; Kopp, Claire B.

doi:10.1080/03004430.2015.1039528

Cited by 19 publications

(12 citation statements)

References 57 publications

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“…School quality is substantially worse for children from racial and ethnic minority backgrounds and low socioeconomic status (SES) [ 10 ]. Furthermore, children from historically marginalized communities are exposed to greater levels of financial difficulties and psychosocial stressors [ 11 ] that results in lower memory, cognitive function, behavior, and school performance [ 12 ]. Additionally, greater exposure to indoor and outdoor toxins, such as air pollutants and lead [ 13 ], deteriorate the brain development of racial and ethnic minority brain development.…”

Section: Introductionmentioning

confidence: 99%

Parental Educational Attainment, the Superior Temporal Cortical Surface Area, and Reading Ability among American Children: A Test of Marginalization-Related Diminished Returns

et al. 2021

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Background: Recent studies have shown that parental educational attainment is associated with a larger superior temporal cortical surface area associated with higher reading ability in children. Simultaneously, the marginalization-related diminished returns (MDRs) framework suggests that, due to structural racism and social stratification, returns of parental education are smaller for black and other racial/ethnic minority children compared to their white counterparts. Purpose: This study used a large national sample of 9–10-year-old American children to investigate associations between parental educational attainment, the right and left superior temporal cortical surface area, and reading ability across diverse racial/ethnic groups. Methods: This was a cross-sectional analysis that included 10,817 9–10-year-old children from the Adolescent Brain Cognitive Development (ABCD) study. Parental educational attainment was treated as a five-level categorical variable. Children’s right and left superior temporal cortical surface area and reading ability were continuous variables. Race/ethnicity was the moderator. To adjust for the nested nature of the ABCD data, mixed-effects regression models were used to test the associations between parental education, superior temporal cortical surface area, and reading ability overall and by race/ethnicity. Results: Overall, high parental educational attainment was associated with greater superior temporal cortical surface area and reading ability in children. In the pooled sample, we found statistically significant interactions between race/ethnicity and parental educational attainment on children’s right and left superior temporal cortical surface area, suggesting that high parental educational attainment has a smaller boosting effect on children’s superior temporal cortical surface area for black than white children. We also found a significant interaction between race and the left superior temporal surface area on reading ability, indicating weaker associations for Alaskan Natives, Native Hawaiians, and Pacific Islanders (AIAN/NHPI) than white children. We also found interactions between race and parental educational attainment on reading ability, indicating more potent effects for black children than white children. Conclusion: While parental educational attainment may improve children’s superior temporal cortical surface area, promoting reading ability, this effect may be unequal across racial/ethnic groups. To minimize the racial/ethnic gap in children’s brain development and school achievement, we need to address societal barriers that diminish parental educational attainment’s marginal returns for middle-class minority families. Social and public policies need to go beyond equal access and address structural and societal barriers that hinder middle-class families of color and their children. Future research should test how racism, social stratification, segregation, and discrimination, which shape the daily lives of non-white individuals, take a toll on children’s brains and academic development.

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Section: Introductionmentioning

confidence: 99%

Parental Educational Attainment, the Superior Temporal Cortical Surface Area, and Reading Ability among American Children: A Test of Marginalization-Related Diminished Returns

et al. 2021

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“…From the main effects model, contrary to our initial hypothesis, none of the proposed predictors of baseline cortisol, mother–child attachment, and social support showed independent significant prediction of later EC, after accounting for maternal depressive symptomatology and household income. The null results were surprising given the previously identified predictive roles of child baseline cortisol (Alink et al, 2008; Dawson et al., 1992; Sullivan & Gratton, 2002; Susman & Ponirakis, 1997), mother–child attachment (Calkins & Leerkes, 2013; Kidwell & Barnett, 2007; Maughan, Cicchetti, Toth, & Rogosch, 2007; Pallini et al., 2018; Raver, 2004), and social support (Bono et al., 2016; Burchinal et al., 1996; Oravecz et al., 2008). Nevertheless, the lack of main effects may be viewed as a precondition that introduces the possibility of meaningful statistical interactional effects (Kraemer et al, 2008) and therefore emphasizes the importance of taking an integrative approach when understanding EC development.…”

Section: Discussionmentioning

confidence: 88%

“…In a study with African‐American children starting Head‐Start, children demonstrated higher levels of self‐control for those with mothers who identified more access to social support (Oravecz, Koblinsky, & Randolph, 2008). Similarly, following up 122 children from 1 to 54 months, Bono, Sy, and Kopp (2016) concluded parents’ perceived social support significantly predicts children's less later behavioral problems, an indicator better behavioral regulation. In another study, researchers assessed mothers’ perceived social support using the Inventory of Parental Experiences (IPE) and their first graders’ internalizing and externalizing problems.…”

Section: Introductionmentioning

confidence: 95%

Predicting child effortful control: An integrative analysis of child physiological, familial, and community factors

Sun

Measelle

Ablow

2020

Developmental Psychobiology

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Effortful control (EC) is a regulatory capacity that refers to children's ability to inhibit a dominant response to perform a subdominant response. Although attempts have been made to identify early predictors of children's EC, the confluence and interaction of child‐, familial‐, and community factors has not been pursued adequately. This study investigated how predictors from different aspects of children's rearing environment interacted to predict later EC. In a sample of 88 primiparous women with elevated depressive symptomotology and low household income, we examined how children's own psychobiology (baseline cortisol), familial relationship (mother–child attachment), and community resources (social support) at 17 months independently and jointly predicted EC at age 5. Our results showed that, controlling for maternal depressive symptomotology and household income, predictors from child‐, familial‐, and community‐aspect function integratively, rather than independently, in predicting later EC. Specifically, within the context of a secure attachment relationship, baseline cortisol positively predicts later EC only for children of mothers who reported low social support. Whereas within the context of an insecure attachment relationship, baseline cortisol negatively predicts later EC, regardless of the perceived social support levels. Our results highlighted the importance of taking into consideration predictors from multiple aspects for intervention designs.

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“…Research on poverty and academic outcomes in the developmental psychology field consistently provides evidence that differences in parenting can partially account for the association between a family's low-income status and deficits in school readiness (e.g. Bono, Sy, & Kopp, 2015;Brooks-Gunn & Markman, 2005;Merz et al, 2015). In this study, we examined two often-used measures of parenting as they relate to school readiness; nurturance and use of discipline.…”

Section: Predictors Of School Readiness: Parenting and Effortful Controlmentioning

confidence: 98%

Utilizing the desired results developmental profile as a measure of school readiness: evaluating factor structure and predictors of school readiness

Sutter

Ontai

Nishina

et al. 2016

Early Child Development and Care

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School readiness among low-income black children: family characteristics, parenting, and social support

Cited by 19 publications

References 57 publications

Parental Educational Attainment, the Superior Temporal Cortical Surface Area, and Reading Ability among American Children: A Test of Marginalization-Related Diminished Returns

Parental Educational Attainment, the Superior Temporal Cortical Surface Area, and Reading Ability among American Children: A Test of Marginalization-Related Diminished Returns

Predicting child effortful control: An integrative analysis of child physiological, familial, and community factors

Utilizing the desired results developmental profile as a measure of school readiness: evaluating factor structure and predictors of school readiness

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