Literaturnachweis - Detailanzeige
Autor/inn/en | Leventhal, Tama; Shuey, Elizabeth A. |
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Titel | Neighborhood Context and Immigrant Young Children's Development |
Quelle | In: Developmental Psychology, 50 (2014) 6, S.1771-1787 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0012-1649 |
DOI | 10.1037/a0036424 |
Schlagwörter | Neighborhoods; Context Effect; Child Development; Immigrants; Longitudinal Studies; Infants; Young Children; Mexican Americans; African Americans; Whites; Hispanic Americans; Puerto Ricans; Correlation; Racial Factors; Racial Composition; Community Surveys; Family Characteristics; Mothers; Language Usage; Educational Attainment; Employment Level; Marital Status; Socioeconomic Status; Statistical Analysis; Behavior Problems; Verbal Ability; Reading Skills; Regression (Statistics); Hierarchical Linear Modeling; Illinois; Wechsler Intelligence Scale for Children Neighbourhoods; Nachbarschaft; Kindesentwicklung; Immigrant; Immigrantin; Immigranten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Infant; Toddler; Toddlers; Kleinkind; Frühe Kindheit; Hispanoamerikaner; Afroamerikaner; White; Weißer; Hispanic; Puerto Rican; Puerto-Ricaner; Korrelation; Mother; Mutter; Sprachgebrauch; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Familienstand; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Mündliche Leistung; Reading skill; Lesefertigkeit; Regression; Regressionsanalyse |
Abstract | This study explored how neighborhood social processes and resources, relevant to immigrant families and immigrant neighborhoods, contribute to young children's behavioral functioning and achievement across diverse racial/ethnic groups. Data were drawn from the Project on Human Development in Chicago Neighborhoods, a neighborhood-based, longitudinal study with cohorts of children first seen at birth, 3 years, and 6 years of age and followed over 6 years (N = 3,209; 37% Mexican American, 33% Black, 15% White, 9% Puerto Rican, 4% other Latino, and 2% other races/ethnicities; 44% immigrant). Results of multilevel models suggest that the immigrant status of children's families was a more consistent moderator of associations between neighborhood processes and children's development than the immigrant concentration of their neighborhoods, but the nature of these associations depended on the outcome and racial/ethnic group considered. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |