Ecocultural Patterns of Family Engagement among Low-Income Latino Families of Preschool Children

Autor/inn/en	McWayne, Christine M.; Melzi, Gigliana; Limlingan, Maria Cristina; Schick, Adina
Titel	Ecocultural Patterns of Family Engagement among Low-Income Latino Families of Preschool Children
Quelle	In: Developmental Psychology, 52 (2016) 7, S.1088-1102 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0040343
Schlagwörter	Preschool Children; Hispanic American Students; Low Income Students; Family Involvement; Disproportionate Representation; Poverty; Child Language; Interpersonal Competence; Demography; Sex; Spanish Speaking; English; Family Structure; Parent Background; Employment Level; Predictor Variables; Correlation; School Readiness; Regression (Statistics); New York (New York); Preschool Language Scale + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Armut; 'Children''s language'; Kindersprache; Interpersonale Kompetenz; Demografie; Geschlecht; Geschlechtsverkehr; English language; Englisch; Familienkonstellation; Familiensystem; Elternhaus; Beschäftigungsgrad; Prädiktor; Korrelation; Readiness for school; School ability; Schulreife; Regression; Regressionsanalyse
Abstract	For the 5 million low-income Latino children in the United States who are disproportionately impacted by the numerous risk factors associated with poverty, it is essential to identify proximal protective factors that mitigate these risks and bolster the academic and social skills that are foundational to a successful transition into formal schooling. Using ecocultural theory as a lens to guide this work, the present study: (a) described patterns of culture-contextualized family engagement among a low-income, Latino sample, and (b) examined relations between these patterns, family demographic factors, and children's language and social skills in preschool. Across Spanish and English language subsamples, we found evidence that there is heterogeneity in patterns of family engagement within and across language groups, such that different forms of family engagement defined the high engagement profiles in particular. We also found that demographic factors (such as child gender, family structure, and parental education and employment) predicted these patterns differentially across language groups, and that these patterns related to children's social and language skills in meaningful ways. Findings provide directions for future research, theory, and practice with this heterogeneous cultural group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01