Roots of Assimilation: Generational Status Differentials in Ethnic Minority Children's School Readiness

Autor/in	Hibel, Jacob
Titel	Roots of Assimilation: Generational Status Differentials in Ethnic Minority Children's School Readiness
Quelle	In: Journal of Early Childhood Research, 7 (2009) 2, S.135-152 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X09102647
Schlagwörter	School Readiness; Equal Education; Mothers; Family Characteristics; Academic Achievement; Minority Group Children; Puerto Ricans; Correlation; Cognitive Development; Racial Differences; Ethnicity; Longitudinal Studies; Parent Influence; Immigrants; Context Effect; Family Influence; African Americans; Asian Americans; Mexican Americans; Hispanic Americans + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Mother; Mutter; Schulleistung; Puerto Rican; Puerto-Ricaner; Korrelation; Kognitive Entwicklung; Rassenunterschied; Ethnizität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Immigrant; Immigrantin; Immigranten; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanoamerikaner; Hispanic
Abstract	This study examines the relationship between children's generational status and their cognitive and social school readiness, paying particular attention to racial/ethnic and national origin differences. This relationship is examined using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Results indicate that, while children of foreign-born mothers tend to have lower levels of school readiness than children of native-born mothers, this disparity is largely due to differences in family context characteristics. After controlling for an array of family background variables, non-Hispanic black, Asian, Mexican, Puerto Rican and other Hispanic children of foreign-born mothers are found to have similar levels of academic school readiness to co-ethnic children of American-born mothers. Analyses also indicate that a substantial portion of the school readiness gaps between minority children of foreign-born mothers and non-Hispanic white children of American-born mothers can be explained by family background differences. The study includes a discussion of the implications for assimilation theory and the study of early educational inequality. (Contains 2 tables, 5 figures and 2 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10