Journal article
Home and school influences on the behavioral and academic outcomes of low-income children of color
Journal of children & poverty, Vol.22(2), pp.93-112
07/02/2016
DOI: 10.1080/10796126.2016.1148673
Abstract
Framed within contextual systems model, this study examines how home and school operate together to shape behavioral and academic outcomes for 544 low-income African American (56%) and Latino/a (44%) elementary school-aged children (mean age = 7.88 years, SD = 1.46, 50% male). Using data from Welfare, Children, & Families Study: A Three City Study and multiple group path analysis, we found that for children in kindergarten through third grade, the adequacy of the home resources was positively related to applied problem scores (e.g. math literacy) and negatively associated with externalizing behavior. For fourth- to sixth-graders, the adequacy of classroom resources was negatively associated with applied problem scores. For both age groups positive teacher-child relational quality was also a positive predictor of externalizing behavior. Results revealed that barriers to parental involvement in school were a negative predictor of applied problem scores for low-income children in early and later elementary school. Implications for policy and practice aimed at strengthening opportunities for children and families from marginalized communities are discussed.
Details
- Title: Subtitle
- Home and school influences on the behavioral and academic outcomes of low-income children of color
- Creators
- Elizabeth Levine Brown - George Mason UniversityDuhita Mahatmya - George Mason UniversityColleen K. Vesely - George Mason University
- Resource Type
- Journal article
- Publication Details
- Journal of children & poverty, Vol.22(2), pp.93-112
- Publisher
- Routledge
- DOI
- 10.1080/10796126.2016.1148673
- ISSN
- 1079-6126
- eISSN
- 1469-9389
- Number of pages
- 20
- Language
- English
- Date published
- 07/02/2016
- Academic Unit
- Center for Social Science Innovation; Education Administration; Psychological and Quantitative Foundations
- Record Identifier
- 9984765189602771
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