Early Parenting and the Reduction of Educational Inequality in Childhood and Adolescence

Autor/in	Penner, Emily K.
Titel	Early Parenting and the Reduction of Educational Inequality in Childhood and Adolescence
Quelle	In: Journal of Educational Research, 111 (2018) 2, S.213-231 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1246407
Schlagwörter	Equal Education; Socioeconomic Status; Child Rearing; Kindergarten; Elementary School Students; Middle School Students; Parent Child Relationship; Learner Engagement; Mathematics Achievement; Reading Achievement; Science Achievement; Longitudinal Studies; Discipline; Social Differences; Achievement Gains; Surveys; Children; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Kindererziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Disziplin; Sozialer Unterschied; Achievement gain; Leistungssteigerung; Survey; Umfrage; Befragung; Child; Kind; Kinder
Abstract	Socioeconomic status (SES) differences in parenting are often implicated in widening the SES-achievement gap. Using nationally representative data (N = 12,887), the author tested for variation across SES in the types and intensity of parenting behaviors utilized and then examined SES differences in the relationship between parenting and student achievement growth from kindergarten to Grade 8. Exploratory factor analysis identifies three dimensions of early parenting: Educational engagement, stimulating parent-child interaction, and discursive discipline. Regression results indicate that all three are used most heavily by high-SES families. However, only educational engagement consistently predicts achievement growth. Surprisingly, it is positively associated with achievement for lower-, but not higher-SES students in Grades 1-8. Further, educational engagement is beneficial for low-SES children because it is particularly beneficial for low-achieving students, consistent with a compensatory hypothesis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01