Understanding the Positive Role of Neighborhood Socioeconomic Advantage in Achievement: The Contribution of the Home, Child Care, and School Environments

Autor/inn/en	Dupere, Veronique; Leventhal, Tama; Crosnoe, Robert; Dion, Eric
Titel	Understanding the Positive Role of Neighborhood Socioeconomic Advantage in Achievement: The Contribution of the Home, Child Care, and School Environments
Quelle	In: Developmental Psychology, 46 (2010) 5, S.1227-1244 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0020211
Schlagwörter	Neighborhoods; Socioeconomic Influences; Organizations (Groups); Child Care; Child Development; Mathematics Achievement; Children; Academic Achievement; Vocabulary Development; Reading Ability; Scores; Preschool Education; Grade 1; High Schools + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Sozioökonomischer Faktor; Kinderfürsorge; Kinderbetreuung; Kindesentwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Child; Kind; Kinder; Schulleistung; Wortschatzarbeit; Reading competence; Lesekompetenz; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; High school; Oberschule
Abstract	The goal of this study was to examine the mechanisms underlying associations between neighborhood socioeconomic advantage and children's achievement trajectories between ages 54 months and 15 years. Results of hierarchical linear growth models based on a diverse sample of 1,364 children indicate that neighborhood socioeconomic advantage was nonlinearly associated with youths' initial vocabulary and reading scores, such that the presence of educated, affluent professionals in the neighborhood had a favorable association with children's achievement among those in less advantaged neighborhoods until it leveled off at moderate levels of advantage. A similar tendency was observed for math achievement. The quality of the home and child care environments as well as school advantage partially explained these associations. The findings suggest that multiple environments need to be considered simultaneously for understanding neighborhood-achievement links. (Contains 9 footnotes, 5 tables, and 1 figure.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10