The Effect of Sociocultural Environment on Language-Minority Students' Math and Reading Development From Kindergarten to the Eighth Grade

• In Event: Fairmont Roundtable Session Eighteen
  In Roundtable Session: Critical Analyses: Sociopolitical and Sociocultural Contexts (Table 2)

Abstract

This quantitative study aims to illustrate whether and how sociocultural environments are associated with language-minority students’ (LMS) reading and math outcomes from kindergarten to the eighth grade. The data of this study were drawn from the U.S. nationwide Early Childhood Longitudinal Study, Kindergarten (ECLS-K). Sample included 12,500 students and 3,510 schools. A hierarchical linear model (HLM) analysis was applied in this study. The findings of the current study indicate that certain family and school activities were effective for LMS. This study offers new perspectives on how sociocultural environments impact LMS development. Specifically, the sociocultural environments in this study include the school environment (preschool and kindergarten experiences in particular) and family environment.

Authors

• Xin Li, University of Houston
  Presenting Author

• Regena F Nelson, Western Michigan University
  Presenting Author

• Jianping Shen, Western Michigan University
  Non-Presenting Author