The selection of children from low-income families into preschool.

Abstract

Because children from low-income families benefit from preschool but are less likely than other children to enroll, identifying factors that promote their enrollment can support research and policy aiming to reduce socioeconomic disparities in education. In this study, we tested an accommodations model with data on 6,250 children in the Early Childhood Longitudinal Study-Birth Cohort. In general, parental necessity (e.g., maternal employment) and human capital considerations (e.g., maternal education) most consistently predicted preschool enrollment among children from low-income families. Supply side factors (e.g., local child care options) and more necessity and human capital factors (e.g., having fewer children, desiring preparation for school) selected such children into preschool over parental care or other care arrangements, and several necessity factors (e.g., being less concerned about costs) selected them into non-Head Start preschools over Head Start programs. Systemic connections and child elicitation did not consistently predict preschool enrollment in this population.

The selection of preschool for immigrant and native-born Latino families in the United States

“…Although there has been growing interest in understanding the processes involved in preschool selection (Coley et al, 2014; Crosnoe et al, 2016b; Fuller et al, 1996; Ha, Magnuson, & Ybarra, 2012), prior studies have generally not differentiated these processes by race/ethnicity and/or nativity, and those that have (Daugherty, 2009; Yesil-Degli, 2011), have focused on Latino families without cross racial/ethnic group or within group comparisons (for an exception see Fuller et al, 1996). Without such comparisons, strong conclusions cannot be drawn about the reasons why Latino families choose less formal arrangements and whether these reasons are similar to (or different from) other populations.…”

“…Without such comparisons, strong conclusions cannot be drawn about the reasons why Latino families choose less formal arrangements and whether these reasons are similar to (or different from) other populations. In light of the mounting evidence suggesting that poverty, low parental education, and lack of employment are associated with parents’ selection of preschool (Coley et al, 2014; Crosnoe et al, 2016b) and the fact that Latino families are also more likely to be living in poverty (Macartney, Bishaw, & Fontenot, 2013), it is likely that selection of preschool by Latino families remains confounded with socioeconomic barriers.…”

“…Reflecting these theoretical concepts developed by Meyers and Jordan (2006), two recent studies provided a more nuanced understanding of the ways in which this model shapes parents’ decision making across different developmental stages (Coley et al, 2014) and the socio-economic gradient (Crosnoe et al, 2016b). The current study pushes the early childhood forward by considering how the accommodations model works across different cultural backgrounds, which was not considered by Coley and colleagues (2014) or Crosnoe and colleagues (2016b); in doing so, this study can provide important insight into why families from different cultural backgrounds are more or less likely to enroll their children in preschool.…”

“…The current study pushes the early childhood forward by considering how the accommodations model works across different cultural backgrounds, which was not considered by Coley and colleagues (2014) or Crosnoe and colleagues (2016b); in doing so, this study can provide important insight into why families from different cultural backgrounds are more or less likely to enroll their children in preschool. That is, although much of the disparities in preschool enrollment map onto race/ethnicity and socio-economic status (Crosnoe, 2007), it remains possible that race/ethnicity conditions how different factors from the accommodations model (that differ both within and between groups) influence families’ decisions (Fuller et al, 1996; Huston et al, 2002; Radey & Brewster, 2007).…”

“…Moving beyond parents’ resources and needs, another driving force in preschool selection is parents’ beliefs and expectations, both with regards to preschool programs in addition to their own children’s readiness for kindergarten (Crosnoe et al, 2016b; Meyers & Jordan, 2006). For example, Latino families often try to foster good manners and respect for adults in their children, whereas monolingual families are often more academically focused (Crosnoe & Turley, 2013).…”