Enhancing Family Social Capital: Fostering Development and Learning Outcomes in Kindergarten for Low-SES Urban Children (Poster 3)

• In Event: (Re)Imagining Different Educational Realities: Anti-Deficit Approaches in Informal Learning Environments Research

Abstract

Objectives 

Using a systems approach, this presentation will focus on the significance of early family social capital in fostering positive developmental and academic outcome paths among low-SES urban children.  Through proactive support and reinforcement of family social capital during early school years, we can enable children to excel both developmentally and academically.  The importance of leveraging the inherent proficiencies of low-SES urban families by providing them with the necessary tools and resources to cultivate their children’s lasting developmental and academic accomplishments will be examined. 

 

Theoretical Framework 

Reducing educational/developmental attainment inequities among children from diverse socioeconomic/sociocultural backgrounds has been among the leading challenges facing society.  Learning/development gaps between poor and more affluent children are evident in kindergarten and widen as children advance through school (Bassok, et al., 2016).  Multiple influences (e.g., neighborhood, family, schools, resources) shape children’s educational outcomes (Bronfenbrenner, 1979; Dalton, et al., 2007; Elias & Haynes, 2008).  Family social capital is indicative of the time, attention, and resources reflecting parents’ interaction with their children to monitoring their activities, and promoting their well-being and school achievement (Coleman, 1988; 1990).  End of kindergarten is a critical benchmark in children’s early learning experiences.  Research shows that end of kindergarten learning-related skills predicts children’s subsequent learning trajectories (McClelland et al., 2006). 

 

Methods 

Data from Wave 2 (end of kindergarten) of the Early Childhood Longitudinal Survey-Kindergarten Class of 2010-11 (ECLS-K:2011) (Tourangeau et al., 2018) were analyzed.  The ECLS-K:2011 includes a nationally representative sample of children (n=18,174).  Data from children attending kindergarten for the first time, from families with household income below the poverty level according to federal guidelines, and who resided in urban areas, were analyzed.  At wave 2, 1203 children met these criteria (608 boys; 595 girls).   

 

Structural equation modeling (AMOS: Arbuckle 2017) was used to analyze several family social capital factors (family activities, school-based parent involvement, marital status, parent education level) that have been shown to influence children’s academic/development trajectories. Missing data were handled using an expectation-maximization method (Allison, 2003).  End of kindergarten academic and development outcomes included language/literacy development, problem-solving, approaches-to-learning. 

Results 

Figure 1 shows the standard estimates for the model.  As indicated by the R2, 60% of the variance of kindergarten language/literacy development was accounted for by family activities, parent involvement, parent marital status, and parent education.  20% of the variance for kindergarten approaches-to-learning was accounted for by family activities, parent involvement, parent marital status, and parent education.  80% of the variance of kindergarten problem-solving was accounted for by family activities, parent involvement, parent marital status, and parent education.  All predictive associations were significant, p < .01. 

Significance 

Results from this study demonstrate that family social capital significantly influences academic and development outcomes in kindergarten for low-SES urban children.  Together, the social capital factors in this study accounted for a significant amount of the variance in each of the three dependent variables.  The findings from this study provide information that may lead to policies and practices that schools can use to increase school related family social capital.  

Author

• Dominic F. Gullo, Drexel University