How Do Socioeconomic Attainment Gaps in Early Mathematical Ability Arise?

Autor/inn/en	James-Brabham, Ella; Loveridge, Toni; Sella, Francesco; Wakeling, Paul; Carroll, Daniel J.; Blakey, Emma
Titel	How Do Socioeconomic Attainment Gaps in Early Mathematical Ability Arise?
Quelle	In: Child Development, 94 (2023) 6, S.1550-1565 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (James-Brabham, Ella) ORCID (Carroll, Daniel J.) ORCID (Blakey, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13947
Schlagwörter	Mathematics Skills; Achievement Gap; Socioeconomic Status; Preschool Children; Short Term Memory; Inhibition; Verbal Ability; Mathematics Activities; Family Environment; Early Childhood Education + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kurzzeitgedächtnis; Hemmung; Mündliche Leistung; Familienmilieu; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Socioeconomic attainment gaps in mathematical ability are evident before children begin school, and widen over time. Little is known about why early attainment gaps emerge. Two cross-sectional correlational studies were conducted in 2018-2019 with socioeconomically diverse preschoolers, to explore four factors that might explain why attainment gaps arise: working memory, inhibitory control, verbal ability, and frequency of home mathematical activities (N = 304, 54% female; 84% White, 10% Asian, 1% black African, 1% Kurdish, 4% mixed ethnicity). Inhibitory control and verbal ability emerged as indirect factors in the relation between socioeconomic status and mathematical ability, but neither working memory nor home activities did. We discuss the implications this has for future research to understand, and work towards narrowing attainment gaps. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01