Racial/Ethnic Differences in Kindergartners’ Reading and Math Skills: Associations With Parents’ Knowledge and Home-Based Practices

• In Event: Young English Language Learners

Abstract

This study used data from the Early Childhood Longitudinal Study Birth Cohort to assess the relation between Asian, Black, Latino and White parents’ knowledge of children’s early development, home-based practices, and children’s early reading and math skills at kindergarten entry. Parents’ knowledge was assessed when children were 9 months. Home-based practices were assessed when children were preschool age. Although race/ethnicity is a significant predictor of kindergartener’s reading and math skills, home-based practices were found to mediate the relation between Black and White parents’ early knowledge and their children’s reading and math skills. The mediational patterns varied for Asian and Latino parents. Discussion focuses on the role that race/ethnicity plays in children’s academic development.

Authors

• Susan Sonnenschein, University of Maryland - Baltimore County

• Shuyan Sun, University of Maryland - Baltimore County