Conceptualizing Family Risk in a Racially/Ethnically Diverse, Low-Income Kindergarten Population

Autor/inn/en	Hendricker, Elise; Reinke, Wendy M.
Titel	Conceptualizing Family Risk in a Racially/Ethnically Diverse, Low-Income Kindergarten Population
Quelle	In: Contemporary School Psychology, 21 (2017) 2, S.125-139 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hendricker, Elise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-017-0128-z
Schlagwörter	At Risk Students; Family Environment; Kindergarten; Low Income Groups; Behavior Problems; Student Behavior; Academic Achievement; African American Students; White Students; Hispanic American Students; Statistical Analysis; Longitudinal Studies; Grade 3; Elementary School Students; Racial Differences; Ethnicity; Profiles + Suchen Sie Ihr Suchwort? Familienmilieu; Student behaviour; Schülerverhalten; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Statistische Analyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 03; 3. Schuljahr; Schuljahr 03; Rassenunterschied; Ethnizität; Charakterisierung; Profilanalyse
Abstract	Children who exhibit early behavioral and academic difficulties are at increased risk of later negative outcomes (U.S. Department of Human and Health Services 2009). Within the school setting, conceptualization of family risk, culture, and demographic factors is needed to effectively identify at-risk families to improve child educational outcomes. This study investigates family risk factors within profiles of low-income kindergarten students and associated longitudinal academic and behavioral outcomes. Latent profile analysis was conducted separately for African-American, Caucasian, and Latino samples, using five observed family risk factors. Once profiles were established, analysis was conducted to determine significant differences in relation to third-grade outcomes. Family profiles varied based on race/ethnicity, with some risk factors being more prominent in differentiating among profiles. Some profiles were also significantly different in relation to reading, externalizing behavior, and internalizing behavioral outcomes. Implications of these findings in conceptualizing risk factors, as well as screening and intervention practices, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01